Unit No. 1

THE CONCEPT OF SCHOOL MANAGEMENT

MEANING OF MANAGEMENT:It is a social process, which is designed to ensure co-operation, participation, intervention and involvement of others in the effective achievement of a given or determined objective.Management is a fundamental instrument and economical use of time, money and material. It is the process by which the manager can change the behavior of his/her co-workers to achieve the objectives of the organization.There are some more definitions of management in the following:"Getting things done through other people"."Management is a distinct process consisting of activities of planning organizing, actuating and controlling, performed to determine and accomplish stated objectives with the use of human being and other resources"."An active exercise for development of practices and procedures which suit to the environment in which an organization functions.""Management seeks from its environment and climate method of organization that can bring about changes suited to new demand.""Managers are people who do the things right, leaders are people who do the right things."

Concept of Management In SchoolManagement is a fundamental instrument in all organizations. It lays major emphasis on the interaction of people both inside and out side the educational institutions or organizations.To be called an educational manager is to be placed in a position from which one has to ensure change in other people's behavior patterns, purpose of achieving the educational objective instructed to him.The management techniques employed in education in the past were probably well enough suited to a small size system in the limited objectives it fulfilled. The rapid expansion and changes that have been taking place in the education have led to public authorities, assuming an increasing role in managing educational institutions. They have an extremely difficult and complex task on their hands. They have to solve the problems of:

Defining the purposes of education The conflict between invasion and tradition. The tension between different sections of staff and

students. Attaining a balance amongst different objectives of

education at each stage.So educational management must be organized on a systematic basis of implementation, with every thing that implies in the exchanges with the environment and with officials from the Ministry of Education, that is why,

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Management is considered as a process of planning, organizing and control of educational activities.

FAYOL'S PRINCIPLES OF MANAGEMENT

1. Authorities and ResponsibilityAuthority means power to command and responsibility means someone accountable of something. These both are counterpart to each other, without which no one will pay full attention to management. In school authority can be used to gain the objectives or goals.As responsibility is the counterpart of authority, therefore, in school the manager or the principal can not use his authority without responsibility. If he has any responsibility in the school, he must use his authority given to him. Similarly, a Principal is the chief of a school and he is responsible for any loss or any other mistake. Therefore, he must use his authority.

2. Division Of Work:It means to divide the work of management among suitable workers according to their qualification in order to bring speed and efficiency in the work. In small schools a single person accomplishes the whole work where as in large schools there is a suitable and a particular person for every particular work. In such large schools there is a separate section for each work in which the existed staff works under a head that is responsible and accountable for his section.

3. DisciplineIt means a condition of work arranged in the most orderly manner. In every office of the world particularly in the school management there must be discipline, in which both the senior and junior respect each other in order to keep and hold friendly relationship and atmosphere during the work. For establishment and maintenance of discipline, a good leadership must be provided to a staff.

4. EqualityIt means equal treatment, kindness and justice with the subordinate's staff by the superior and obedience, respect and devotion with the superior by the subordinate's staff.

5. Esprit De CorpsIt is a French phrase which means "Union is Strength" so to get the best result of the work, this principle should be adopted, because it creates spirit of working and co-operation and it gives a new birth to school management.

6. InitiativeIt means to take the first step for others to follow. It is very essential for the growth of school management; therefore, encouragement should be given to the workers.

7. OrderIt means a right place for everyone and everyone at its right place. This principle is very important for school management because due to this principle everyone gets a suitable place

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or designation according to his or her qualification and experience.

8. RemunerationIt means, 'equal work for equal pay" reward that is the salaries of the employees be according to their work. Similarly the method of payment to employees should be clear and fair in order to bring speed and efficiency in the work.

9. Subordination of Individual Interest To Genera/ Interest

It means that individual interest should be and must be subordinated for the sake of common and collective goals and objectives. The basic purpose of this principle is the development of the of organization.

10. Scalar chainIt means that authority and responsibility flow in an unbroken line from highest executives to the lowest rank. Similarly, order and instruction flow from top to bottom.

11. Stability Of Tenure Of PersonalsIt means continuity in promotion of the staff. It brings prosperity and satisfaction for them.Stability of staff is of prime importance and filling up some position in the school can do it with suitable persons who will stay in the school for a specific period of time and after this time there should be promotion for them.

12. Unity of CommandIt means command comes out from one authority and all inferiors or subordinates have to obey such command or authority without any resistance.In the school order or command comes out from the principal and then transmitted to lower staff with the help of assistant principal, who is the in charge of the section. Thus one supervises each employee.

13. Unity of DirectionIt means directions or instructions issued from one source of authority in order to proceed the work in the desired direction.In the school the principal issues the instruction to the professional staff with the help of assistant and thus only one authority or instructor instructs each employ.

IMPORTANCE OF MANAGEMENTA manager's role is to set goals and aims and mobilize the resources of men and women, materials, machines, methods, money and markets to accomplish the desired results with in predetermined constraints of time, effort, and cost.We are all managers of our own lives and the practice of management is found in very facet of human activities, schools, businesses, religions, government, union, armed forces and families.

Management brings order to endeavors by combining isolated events and dies-jointed information into

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meaningful relationship. This relationship then works to solve problems and accomplish goals.Management makes human efforts more productive. It brings better equipment, plants, offices, products, services and human relations to our society. Improvements and progress are its constant watchwords.

There is no substitute for good management. We should therefore learn to recognize and influence the quality of management that affects our lives.

What is Organization?Organization' is a formal relation, co-ordination and co-operation between various activities.When two or more than two individuals struggle for common goals, and objectives, it forms an organization. This type of struggle may be temporary or permanent. Organization usually contains distribution of work, communication and discipline. The success of organization depends on achievement of objectives/ goals and the standard of work.

Meaningsa) Organization means way of arranging. How to arrange

the various materials present inside the school. How these can be used in a better way for promoting the Educational system inside the educational institute.

b) It means a pre-planned programmed for an institute to run it in a pleasant, peaceful and educational atmosphere according to the prescribed curriculum.

c) To perform all the activities of an educational institute in an organized way that an individual may be able to achieve the goals of education.

d) To organize and arrange all the activities of the school in such a way that the growth of the individual may take place according to his/her natural tendency and abilities.

e) To arrange all the activities of the school with a mutual Cooperation and understanding. This will lead to better training of the individual.

Modem Concept of School OrganizationSchool is a vital source of formal education. It is an institute, which fulfils the needs and requirements of the society. In school the awareness of values, culture and ideas are created in the students.In fact, school is a miniature society. It reflects all the problems of society. Thus school is a center of cultural life of society.Actually organization is an art with the help of which we co-ordinate various activities.

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According to H.G.Stead:"Organization is an institute through which we reach the goal." Organization is not a goal in itself but it is a source to reach the goal.

According to Sears:"Organization is like a machine, which helps in doing work. It contains individuals, sources and resources, ideas and beliefs, rules and regulations as their parts. Thus they are collectively called parts of organization. This machine is either perceptual or dependent upon the human desires."For effective administration, organization is necessary. It acts as a preface for any activity and plays a motive role. It helps the teachers in using their capabilities and consistence in various parts of a school. It is a vital fact that the basic aim of organization is to complete a work. For this purpose human in schools are organized and distributed as staffs, distribution of sources and resources, building, furniture, equipments and timetable etc. in the organization of school.In short the basic function of organization is to do useful work like a machine.

PRINCIPLES OF SCHOOL ORGANIZATION

1. Protection of social values:The school organization must be a preventive of general and specific aims of a society. It is because school is a component of the society. Its duty is to help the society and fasten the

social process. Thus it is the first principle of school organization to protect social values.

2. Achievement of specific aims:The school must monitor its specific aims, for example, in Pakistan the aim of education is to make teaching effective. Thus the school must organize these activities on the basis of which they can reach their goals and these activities must be suggested according to the organization of the school. Thus achievement of specific aims is the second principle, is to develop love with the ideology of Pakistan.

3. Principle of keeping in mind The interest of individual differences of children

Students from various categories take admission in school. They vary from one another in ability, intelligence and interests. Thus the school Administrator must keep in mind these factors. For this purpose the school performs various activities due to which every one get opportunity to develop their innate potentialities. Thus it is the quality of school organization.

4. Co-operation with society:According to this principle, there must be co-operation with society. A school can never go through progress until the individuals of the society develop positive attitude toward the school. The co-operation of society with school is must

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because due to the help of society, the student's capabilities can be improved. Thus the organization must be democratic.

5. The organization must be flexible:The school organization must be flexible and balanced because changes appear in human needs and activities with the passage of time. These changes also effect the school activities. A school, which doesn't paralyze the social changes, can never achieve the goal. Thus it is necessary that organization should be based on the principle of stability.

6. Comprehensiveness:An organization can be only succeeded, when the planner keeps each and every aspect of an activity. This skill gives a clear picture to organization.

7. Purposive ness:The aims and objectives of an organization must be clear to every one that he can achieve his goal as soon as possible.

8. Utility:The principle shows that utilize each facility, which you have for achieving your objectives. If you have the skill of utilizing your resources you must succeed.

9. Adaptability:Adaptability can facilitate our activities. The power of adaptability is the key of a successful organization.

1O. Professional Growth:Teachers and other workers should be provided in-service training facilities for better performance.

11. Accountability:The analysis of the activities of the staff gives a positive result to organization. This principle will encourage hard worker and a sign of alertness for the rest.

12. Simplicity:Medium, instruction should be given in an easy and simple medium/way instead of complex or complicated manner.

13. Reforms/Amendment:There should be a door for reforms and amendments for the betterment of school and society.

SCOPE OF SCHOOL ORGANIZATION:

1. Organization of School Life:A school should first and foremost be a co-operative society.Co-operation between headmaster and staff, among members of the staff, between headmaster and pupils, between teachers and pupils and between school and Parents, should be emphasized. Our organization is a mean to secure the smooth and efficient running of this co-operative society. L.P. Jacks says that the most precious art in the world is that by which crowds can be turned into communities and the school is undoubtedly the first and the foremost

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agency, which can perform this duty most efficiently. The school with a community life of its own is an excellent training ground for children. When a child cannot live in this small organization on a co-operative basis, how can we expect that he will be able to pull on well in a very complex world where co-operation is a necessity?

2. Relationship of the School and the Community:The school bears the most intimate relationship with community. The modern idea is to consider the school as a community center. Education is not to be regarded as an isolated activity, but it is related to life at all points. According to K.G. Saiyidain the school is an "idealized epitome" of school life reflecting within it the elements of all the wrathful major activities that make up the work of society. It is wrong to think that education in a school is the exclusive responsibility and privilege of teachers. It is the business of the whole society.-Teachers should find ways and means in attracting the society to the school.

1. The school can become a social centre for the adults in the evening. They can therefore feel that the school belongs to them as much as to the younger people.

2. The co-operation of the adult members can be secured by associating them with the governing body of the school.

3. The co-operation of the parents should be secured in school activities. They may be encouraged to visit the school during school hours and may not only observe but participate in its activities whenever there is an opportunity.

4. Invitation to the school social functions should be sent to parents. Besides this the parent teachers associations should be encouraged. In short the school authorities should try to have a constant flow of ideas from the society to the school and from school to society.

3. Co-Curricular Activities:One of the important activities of the school organization is training its pupils in the gracious art of living. That the art of living is a much more comprehensive concept than the organization of knowledge. It includes training in the habit and graces of social life and the capacity for co-operative work, it calls for patience, and temper sincerity, fellow-feeling and discipline. These can only be cultivated in the context of social life and the many curricular and co-curricular activities that must find a recognized place in every good school.

4. The School Curriculum:Our most important object of school organization is achieved through proper curriculum, the primary objective of which is the transmission of tradition and preparation of social ideals. It is a sad commentary on the education of Pakistan that the

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ideology, culture, myth and religion, and arts have found no prominent place in our schools. Schools should not be mere mirrors of society but should be critics of society as well. In the interests of proper education, therefore, it is imperative that the curriculum be modified in terms of Pakistani culture. In all curriculums planning the teacher must be consulted. A curriculum development programmed should include much emphasis on the classroom environment, the nature of pupil-teacher relationship, and teaching procedures.

IMPORTANCE OF SCHOOL ORGANIZATIONThe following are the advantages of well-organized school.

a) Awareness of Rights and Duties:In an organized school, each one is aware cl his/her duty and right. This has a positive impact on learning situation.

b) Provision of trained Environment:A well-organized educational institute provides training environment to each individual.

c) Better efficiency:If the organization of the school is good, the efficiency of the school will be unto the standard.

d) Co-operative Attitude:In internally organized school, there is co-operation between the members of the school as well as between the students.

e) Close Relationship between Teachers and Students:In an organized school the teacher has close contact with the students and hence he/she (The teacher) will be able to know more information’s about the personality of the individual as well as about the innate potentialities of the individual.

f) Matching with the EnvironmentThe child in an internally organized school is able to match him/herself with the environment. In this way the child tries to adjust him/herself to the environment provided inside the school.

g) GuidanceThose students having leadership qualities should be guided in a proper way after identifying them.

h) Adequate Use of ResourcesIn' a well-organized school there is check and balance system. Therefore all the resources available inside the school for the betterment of the educational environment are used adequately.

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Unit No. 2

SCHOOL DISCIPLINE

Meaning and Definition of DisciplineThe word discipline has been derived from the Latin word "Disciple", "Disciples" which means followers, and pupil. According. to dictionary, discipline means mental and moral training, bringing under control. Webster's dictionary gives three basic meanings to the world discipline.

1. It states that it is training that correct mould or perfects.

2. It states that it is control gained by enforcing obedience.

3. It states punishment.If we combine meanings first and second we can say that discipline involves the conditioning or molding of behavior, by applying rewards or penalties. The third meaning is narrower. It pertains only to the act of punishing wrongdoers.Discipline in the broad sense means orderliness the opposite of confusion. It simply means working, co-operating and behavior in normal and orderly way.

Discipline in a school usually means order and system in doing things, regularity and obedience to commands. Discipline means regularity, punctuality, co-ordination and systematic performance of curricular and co-curricular activities in school.

Discipline does not mean mere the name of rules, and regulation, but a system, procedure and line of action to achieve pre-determined goal. From the narrow point of view, discipline means subjection to authority, obedience to law and order and bringing the child under control. From a broader or modern point of view, by discipline we mean the training of mind, manners and attitudes, sublimation of instincts bringing the lower impulses of the child under control, formation of right habits and in fact the development of character.

According to Dr. Spiegel "Discipline is the force that prompts an individual or a group to observe the rules, regulation and procedures which are deemed to be necessary to the attainment of an objective. It is also the exercise of restrained or the enforcement of penalties for the violation of group regulation".

According to Ordway, Discipline is the orderly conduct of affairs by the members of an organization who adhere to its necessary regulation because they desire to co-operate harmoniously in forwarding the end which the group has in view, and willingly recognize that to do this, wishes must be brought into a reasonable unison, with the requirements of the group in actions.

According to some educationists discipline term refers to a condition in the organization where staff member conduct themselves in accordance with the

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organization rules and standard of acceptable behavior.

According to all these statements the simple definition is that, "It is a process of training a work so that he/she can develop self-control and can become more effective in his work. It is an attitude of mind, a product of culture and a particular environment, which applies an individual to willingly co-operate in the observance of the rules and regulation in organization.

The Older Concept of DisciplineThe older conception of discipline was concerned with maintaining order. The school discipline was confined to rod, (pure and simple). Sultan Mayodan writes that the birth and the book were the two installments with which the teacher worked and they were often employed in such close co-operation that an ingenious teacher is said to have drilled the idea of an active verb into the head of one of the helpless pupils by the sentence, "I chastise thee" giving simultaneously a practical demonstration of the action signified by the verb by bringing the cane down forcibly upon the poor pupil head."Fear atmosphere prevailed in the school the student had to abide by certain rigid rules and regulations and any breach of these meant penalties. The rod and instruction were deemed inseparable. Discipline was enforced from above and known as 'external discipline'.

But this form of discipline does not ensure permanent results because it seeks to treat symptoms but no cure the disease that produces them. The teacher may be able to impose his will upon his pupils, he may be able to insist upon and enforce obedience, but he does not touch the inner strings of conduct; he does not command love and respect. If pupils obey him it because of fear not because of respect and love. This sort of discipline touches only external conduct and makes the pupil a successful hypocrite. The personality of the pupil is psychologically split up into two: the outer one orderly obedient under the teacher's eye and the inner and real one positively dangerous, asserting itself when the teacher is away.

Modern Concept of DisciplineAccording to modern conception school discipline cannot be conceived in terms of military discipline, which is based on:

There is not to reason whyThere is not to make replyThere is not to do and die.

Today the rod is no longer the symbol of pedagogical authority. The teacher is no more an Army Officer or Policeman. He is now an Engineer. The modern conception of discipline is therefore, of freedom. It is positive rather than negative. It must be self-discipline or creative discipline.In the words of Reborn, "True discipline should be mainly positive and constructive rather than negative and restrictive.

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It must be creative. It should build up rather than tear down. The goal of emotional control is character building is a constructive process. The desirable requisites are not repression but expression and wise sublimation.

Discipline should be maintained through positive measures and not through negative measures of it is to be creative. Punishment is not creative. It is negative. It can stop anything but it cannot create anything. By punishment a boy may, for example, stop telling lies but he will not love truth.

Types of Discipline1. Internal Discipline.2. External Discipline.3. Social Discipline.

1) Internal DisciplineWe can have the discipline, which is the result of the gradual building up of habits, of self control and of co-operation accepted by the pupil and carried out not because imposed from above, but because of its recognition of its necessary and value.This type of discipline refers to rewards appreciations and behavior, constructive, supports, reinforcement of approved personal action and behavior, incentive payments and promotion to motivate employees to extend their co-operation, to management and work willingly conform to rules and regulation. This discipline is achieved when the school management applies principles or positive motivation.

2) External DisciplineThis type of discipline Js founded on fear and is imposed from outside and from above the use of authority.This discipline is referred to the people who forced or constrained to obey orders and to perform their tasks in accordance with the rules and regulations, that have been laid down, failing which they would have to suffer penalties.However this kind of discipline ensures only the minimum standards of the students so that they avoid indiscipline like a famous proverb. "Spare the rod spoil the child".3) Social DisciplineSocial discipline means to create such conducive environment, where an individual obeys the rules and regulation willingly i.e., like in civilized nations, people wait for their term instead of breaking the queue. This can be made by internal persuasion and where needed external measure also be made.

Importance of Discipline

An opinion may be formed about a school by observing the discipline among its students. It is necessary for every school to enforce certain rules of conduct to ensure discipline. Conversely, discipline is essential if rules are to be implemented. If the students and the teachers of a school are not disciplined, it will be difficult for the school to realize the goals of education namely all round development. To inculcate the virtues, desirable in a good citizen, discipline is absolutely essential.

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Forms of Indiscipline School

1. Reaching the School Late: There can be many reasons for unpunctuality. It is possible that due to some domestic circumstances a student gets late or other students might be teasing him while he is on the way to school. Hence, before punishing the student on this score the principal or the teacher should find out the course.

2. Talking in the Class: The reason for this may either be an uninteresting method of teaching or the large number of students in the class. In order to make teaching interesting the teacher should try to get the co-operation of the students along with other useful methods. Students who are found talking may be seated separately.

3. Destroying the School Property: The students should be punished for this and some fines should be realized from them as far as possible. If the student can repair the articles he should be required to do so.

4. Neglecting Homework: There may be several reason for not doing the homework. It is possible that the amount of homework in the various subjects becomes so much that the student cannot do it, or due to family circumstances he is unable to complete it or his negligence may be responsible for it. In fact, the real cause should be found out before giving any punishment.

5. Bullying the Younger Students: It will be in this case to make the offender apologize.

6. Telling Lies : The students often tell lies for fear of punishment. Hence, they should be treated with love and sympathy.

7. Disrespectful Behavior Towards the Teacher: First of all the cause for this should be found out. The headmaster may make the student apologize for his offense is repeated the offender may be given corporal punishment.

8. Truancy: Some students run away from the school. This may be due to disinterestedness in studies. Hence, the individual difficulties of the student should be attended to. It should also be found out how the student passes his time after running away from the school.

9. Stealing Things: Some students steal pencils, books, pens and other articles from their classmates. The reason for this habit may be an excessive fondness for that particular article, self-conceit, exhibition complex or the feeling of revenge. Hence, the real cause should first be found out. If excessive fondness is responsible for this, those articles should be provided to the student. If exhibition complex is responsible other means should be provided for the expression of this complex. The student be treated with love in order to cure him of the feeling of revenge.

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10. Copying of Examinations: Some students have the habit of copying at examinations. For this the school should raise its moral standard and instill .in the students the spirit of morality. The students should be strictly warned when caught for the first time, but one who does this repeatedly should be turned out from the examination hall.

Principles Of DisciplineIn a democratic society discipline should be self-imposed, otherwise it will assume the form of an external imposition. For the inculcation of the habit of self-discipline we may keep the following in mind:

1. The basis of discipline should be mutual love between the teacher and the student. There should be no element of fear, because discipline based on fear does not serve its ends. The students should obey the teacher out of a feeling of reverence and not out of fear. On the basis of respect alone mutual confidence may be created between the teachers and the students. This spirit of mutual confidence is the true and permanent foundation of self-discipline.

2. The student remains in the school for about 6 or 7 hours and the remaining time is spent either at home or in society. Evidently, the responsibility of inculcating discipline in the students does not fall only »on the school. The guardians and the society also have a responsibility in this respect. Hence, the co-operation

of the guardians should be elicited for the establishment of discipline. Through discussions with guardians, the problems and difficulties of the students should be found out. If the co-operation of those persons, who are closely related with the students, is available, it will not be difficult to discipline the students.

3. Discipline should not be enforced on the basis of punishment. Punishment should be give only when it is unavoidable.

4. It is one of the demands of a democratic set-up that each individual should have control over himself. Only he, who can influence others, knows how to exercise control over himself. The students should be made responsible for the establishment of discipline amongst themselves, because in this way they will exercise control over themselves and will exert a good influence over the others. Hence, the headmaster should give an opportunity to the students to control themselves.

5. Discipline should be regarded as indispensable for the collective life of the school. Its significance should be well explained to the students. This means that breach of discipline should not be regarded as a revolt against the teacher but an attack on the collective life of the school. If a regard for the collective life in the school is

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created in the students, they will themselves understand the significance of maintaining discipline.

6. In the interest of discipline it is necessary to provide in the school the necessary facilities for study and teaching. In this connection the following things should be taken into account:

Classroom:There should be sufficient and comfortable chairs and desks for the students.

The School:The necessary means for the physical, mental and moral development of the students should be available in the school. The standard of teaching in the school should be of a high order.

The Headmaster/Principal and the Teachers:The headmaster/principal and teachers should be efficient when discharging their various responsibilities.

The Home:The environment of the home should be peaceful. The people at home should take an interest in the education of the student and should not place any hindrance in his studies.

7. It is necessary in the interest of discipline to make the student understand that discipline does not consist only

of observing the rules and regulations of the school, but it also includes the observance of the laws of society, that is, discipline is not confined to the school only but is related to the whole-life.

8. Since discipline is related to the whole-life, attention should necessarily be paid to the following:

Observing rules to maintain one's health and to avoid evil habits.

To make constant efforts towards mental development. Inculcation in the student of the democratic virtues of

dutifulness, and co-operation and the ability to discharge obligations and responsibilities.

To become liberal minded. To avoid ill will against anybody and to be always

imbued with the spirit of tolerance, love and justice towards others.

Such an atmosphere should be built up in the school that the above-mentioned virtues may be automatically developed in the students.

The above discussion indicates the basis on which discipline should be built into a democratic society. In a totalitarian set-up discipline is enforced between the master and the dependent. In a democracy, free individuals have to learn to discipline themselves. There is no room for any misgiving in

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this sphere. The essential elements of discipline in a democracy are enumerated below:

A compromise between individual rights and those of others.

A regard for others personalities. Tolerance, love and justice for others. Devotion to the nation and society. Sacrifice of self-interest for social good.

If we place before the students the above ideals from the very beginning and inspire them to live up to the same, they will become disciplined and contribute towards the strengthening of the democratic set-up in our country.

Means for the Inculcation of DisciplineWe have indicated that in order to make the students discipline. We should create the suitable atmosphere in the school. Mere theoretical discussions and speeches will not suffice. Hence the organization of school, its ideals and all its activities and programs should be based on democratic principles. It is obvious that the best means of discipline is the maintenance of the necessary atmosphere and for this we have to give our attention to positive measures. Under they special circumstances some measure may be necessary.

Positive Measures Pupil's self-government. Parent teacher co-operation.

Moral Instruction. Desirable tone and tradition of the school. Provision of necessary facilities for studies in the

school. Organized games and sports. Co-curricular activities in the school. Due recognition of the merits of the various students. Corporate life of the school.

Negative MeasuresThe negative measures include various types of punishment, which we shall discuss in a coming page.

Causes of Indiscipline in our SchoolsAt present indiscipline in our educational institutions is a serious problem. It extends from the secondary schools, to the universities. In society itself we find several manifestations of indiscipline and it is the wonder that these have serious repercussions on the educational institutions as well. The following may be some of the important causes of indiscipline in our schools:

1) Lack of Leadership in Teachers: Today teachers do not enjoy that respect in society, which they did in the past. Consequently, students also do not show due respect to their teachers. Some teachers get involved in the cesspool of politics and self-interest in the development of the students. Very often

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these teachers excite the students and use them as tools for the realization of their selfish ends. Due to the practice of private tuition's the prestige of the teacher in society has gone down. Their miserable economic conditions add to this. Due to all these reasons, the teachers have lost originality in thinking. As a result, they are incapable of giving guidance to students in the various situations of life. So it is no wonder to find indiscipline among the students.

2) The Current Education System: The current system of education is being criticized at all times. Hence, the students have begun to feel that the education, which is being given to them, is not good. As a result they have no regard for this education. They consider it merely as a means of getting some employment. The prime aim of the present day educational system has become the securing of a good division at annual examinations and the students do not desist from adopting any means to achieve this objective. This is also a cause of indiscipline.

3) Lack of a sustaining Ideal in the Students: At present the condition of our society is pitiable. Many people, because their self-interest, have started attaching greater importance to the ends rather that to the means to achieve them. The social values

are undergoing rapid changes; as such the individual errs in fixing his moral standard. This has shaken the very foundation of our society. Today the individual is not sure about the security of his life and property. Therefore, there is a lack of healthy ideal among the students. Hence indiscipline is increasing among them.

4) Economic Difficulties: Our economic conditions have deteriorated to a deplorable degree. The population has increased, unemployment is a national problems. The students are always haunted by the fear that their future is dark. So they cannot chalk out their path of duty and on occasions they behave in an undisciplined manner.

From the above discussions we may conclude that the responsibility for indiscipline does not ret only with the school, but also with the home, the society and the government. Hence for its eradication the co-operation of all the concerned is necessary. On the basis of the causes mentioned above, some suggestions are given below to solve the problem of indiscipline.

Suggestions for Rooting out Indiscipline In order to create in the teachers a spirit of leadership,

their living standard should be raised. Their emoluments will have to be sufficiently increased. The will have to be provided with the required facilities so that they are not

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compelled to undertake private tuition's. This will afford opportunities to them for self-development and their moral strength will be increased. It will develop in them the power of leadership and they will be able to give correct guidance to the students.1) In order ct between the teachers and the taught the

number of students in a class should be within reasonable limits.

2) Vocational e included in the educational set-up so that the students may bet education according to their particular tastes and aptitudes.

3) Lack of funds should not cause any hindrance in the path of the higher education of any student.

4) Each individual should be given an equitable opportunity in the scheme of education according to his individual merits and demands.

5) Efforts should be made to minimize the defects of the current educational system through constructive suggestions and mere theorizing should be avoided. Merely theoretical criticism creates distrust in the students.

6) Such ideals should be inculcated in the students as may create in them the spirit of tolerance, love, fair-pi^ and self-sacrifice for the good society.

7) Such conditions should be created that the students may get full opportunities for their physical, mental and moral development.

Motivation of School DisciplineDiscipline has been given a very significant place in modern educational thought. To run a school in a satisfactory manner, disciplined students are essential. The importance of rewards and punishment has been recognized to maintain discipline in schools. We shall understand both these factors in below pages.

RewardsThere are different ways of giving rewards I our schools today. On securing a high position in some field, a student is rewarded with some plaything or a trophy, a medal, books or certificates. To appreciate the students for the good work done and to encourage them in this habit, rewards are given. Rewarding students is important due to the following factors.The spirit of competition is awakened in the students and they get an incentive to work satisfactorily and systematically.

The tendency to discharge duties readily and to imbibe good habits is created in the students.

There has been some criticism of the system of giving rewards; the basis of their argument is that nature has not gifted everyone with equal or similar intelligence and physical powers. He who has a sharp intelligence and good physical power will get the reward. Hence, a reward does not attach

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importance to the labor of an individual. It is also said that students who do not get rewards become lazy and their progress is checked. Keeping this criticism in view we may now think about the aims and occasions for rewards.Some people are of the view that rewards should be given collectively and only in particular circumstances should these be given individually. The moral aspect of the child should be given greater. Consideration in the award of rewards. The rewards, which are based on the day-to-day work and on the conduct of the student, have a special importance. Rewards given on the basis of some particular performance (standing first in the class, securing good position in games and sports or participation in Scout and Red Cross activities, etc.) are indicative of the achievement of the student only in one particular field. Hence, these cannot be regarded as very significant. The hardworking and painstaking students must be rewarded. While rewarding them it should be clearly pointed out to them that they have been given the reward for their good qualities. This will inspire other students to become hardworking.

PunishmentAn institution, society or association is influenced by contemporary thought. Our country has adopted a democratic setup. Hence the influence of democratic thought is evident in the political, cultural, educational and other fields of our life. In the past, corporal punishment was regarded as very effective and it was considered necessary for maintaining discipline. In

a democracy great importance is attached to the personality of the individual, who is given due freedom and opportunity to develop him self. This aim cannot be achieved if punishment is given in order to get a thing done by the student. Punishment destroys in the children the spirit of love, courage and also the power of discussion. Their health is impaired, several mental complexes arise and their physical, mental and spiritual development is stemmed. Thus punishment defeats the purpose of education.

To abolish the system of punishment from our schools, society has to become perfect. But this is not possible. There are sure to be some undesirable elements in us. Hence punishment cannot be totally banned. In some situations punishment may create a conducive atmosphere to fulfill the purposes of education. There are several types of punishments. We are mentioning some of these below:

1) Corpora/ Punishment: At present corporal punishment is given to student in schools. Boxing the ear mildly, slapping or caning are some of the forms of punishment given in schools. Corporal punishment should be avoided. When all other forms of punishment have failed, only then should corporal punishment be given. While giving corporal punishment the following things may be kept in mind.

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Corporal punishment should be given only for a very serious misconduct or offence, viz., disrespectful behavior towards the teachers, disobedience, agitation, serious charges relating to character etc.The headmaster of the school alone should give corporal punishment. The assistant teachers should not be given this right.Hen any serious charge against any student is proved only then should corporal punishment be given. It should not be given when there is any doubt regarding the offence.Small children should be given corporal punishment.While inflicting corporal punishment, the health of the child should be taken into consideration.

2) Scolding: It proves very effective when employed properly. One has to be very careful while scolding. Abusive language should not be used.

3) Insult: Insulting the student is a very bad punishment. If a teacher makes a student in the class stand on the chair or makes a few unsavory remarks against him, this will have greater and more lasting effect on him than corporal punishment. Hence, great care should be taken in

this respect; the success of the scolding given depends on the personality of the teacher.

4) Fines: If the student has committed such an offence, which has caused economic loss to the school or his class-fellows, fines may be imposed in order to compensate the loss. However, the imposing of fines is not very good.

5) Detaining the Students after School Hours: This is not good from the psychological point of view: The student begins to feel tired after 4 or 5 hours of work in the school and he is not inclined to read after that. Sometimes the evil effect of this go so far that the students has not done is homework, or has left ort a portion of it, he should be systematic. A psychological approach should be made so that the student may do his work the next day and may become regular in his work.

6) Social Boycott: If the students condemn any offence of a student collectively, he is likely to give bad habit.

7) Apologizing: If any student has committed a serious offence, he may be asked to tender an apology. It will be? better if he apologizes to the teacher and headmaster.

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8) Removal from a Post of Personality: If a student does not discharge his responsibilities or if he has done something wrong while holding a responsible post, he should be removed from that office (viz., president ship, monitor ship or secretary ship of the class or some association).

9) Reducing Marks: It is seen in some schools that some marks are awarded for good work and some marks are deducted when the student misbehaves. If marks have been fixed for some work the awards should be made separately for the work concerned. It is not desirable to deduct marks from answer-books for any other wrong committed by the student elsewhere.

Some Rules for PunishmentPunishment maintains discipline in schools. Hence, punishment should not be given out of a feeling of revenge or retaliation. The following principles should be borne in mind while awarding punishment.

1) The main job of the school is to give education. Hence punishment should be restored to under very special circumstances.

2) Punishment should be given only, when sufficient proof is available. There should be no feeling of revenge when punishing a student.

3) If the offending student is tackled independently on a psychological basis, it will be far better. In this way the students will not commit the offence a second time.

4) Polite language should be used while warning the student.

5) Rousseau has accepted the principle of the punishment of natural consequence, but if is not proper to use it everywhere, nor can it be implemented everywhere.

6) The personality of the student should not be insulted, but only his bad habits should be discouraged.

7) Expulsion from the school should be restored to only under very special circumstances and for serious offences.

8) Only common punishments should be employed and while awarding the punishment nothing should be said against the student's family, his background or his parents.

9) Before awarding the punishment the parents of the student should also be informed for it is possible that the student may be brought round through a warning.

10)Such a punishment should be given as may be acceptable to society. It should not be that heavy punishment is given for minor offences or light punishment for serious ones.

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11)Corporal punishment should be resorted to for very serious offences. It should nor hurt the student unduly. It should not be resorted to out of a feeling of revenge. No punishment should be against the rules of the Education Department.

Punishment has been introduced with a view to maintaining discipline in the school. In order that the students may be completely disciplined and there may be no increase in indiscipline, many remedial measures may b adopted. We mention below some of the main methods:

1) A complete meaningful contact should be maintained with the student parents or guardians and they should be regularly informed about the conduct, work and behavior of the students.

2) A close contact should be established with the students and they should be treated sympathetically.

3) Each moment of student's life should be considered as useful and he should be kept busy all the time.

4) A study of the student's nature, proclivity and work should be made and he should be entrusted with responsible work suited to his ability.

5) Attention should be directed towards the individual behavior of each student and the cause behind each breach of conduct should be explored.

Punishment has been regarded as means for maintaining discipline in schools. We should not consider it as an end in itself. If in our school it is employed as a means and other remedial measures are also adopted, we shall surely be successful in achieving the ideals of education.

Unit No. 3

CLASS ROOM AND ITS MANAGEMENT

WHAT IS CLASS? A class is a unit of teaching.

Class is a group of pupil put together for the purpose of collective instruction.

The class is called a homogeneous group of pupils. So that they can be able to work together and progress together.

A group of students having the same age, equal mental, physical, psychological qualities and other similar activities having different teachers for each subject, even a separate training teacher for their physical activities is known as a class.

A group of students possessing the same and equal characteristics in all aspects studying under the supervision of different teachers for each different subject.

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A group of students reading or writing under the auspices of a single teacher is called a classroom.

To educate a large number of pupils with minimum expenditure of time, energy and money in a specific place or room is called a class.

CLASS ROOM AND ITS MANAGEMENT

Classroom management means what we do to ensure that pupils are engaged in class.

To keep students physically and mentally busy in classroom is called the classroom management.

The operation of all activities of a school in action properly inside a room is called, classroom management.

According to Yoakum and Simpson, "Classroom management is the art of organizing the class room". So factors affecting the classroom situations have been already discussed in detail in the topic of "Arrangement/criteria for classroom". Here we are concerned with physical aspect of classroom, Teacher's role as a leader, Discipline in classroom, technique of control etc.

Advantages of Class Room ManagementThe planning of good classroom management procedures can anticipate and avoid problems. Through planning some of the advantages of a well managed classroom are:-

1. Good classroom management enhances the mental and social development of pupils.

2. Good classroom management facilities the achievement of goals of instruction.

3. Good classroom management provides intellectual and physical freedom without known parameters.

4. Good classroom allows children to develop skills of self-direction and independence.

5. Good classroom management allows pupils to share some responsibility for classroom management.

6. Good classroom management works toward a warm but firm relationship between the teacher and the pupils.

7. Good classroom management results in positive attitudes of the pupils toward the class.

Modem Concept of Student ClassificationIn classifying pupils, two functions of education must be kept clearly in mind, namely, the integration and the differentiating functions. These apply to all levels of education. In their application, the student should always keep in mind that they are considered in accordance with the integrating functions they performs, rather than as divisions made up of so many separate grades, groups, or year. Within each group, the emphasis should be upon the greatest possible educational and social maturation and advancement of each pupil, considering the educational objectives to be attained.

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1. The Integrating FunctionMan's responsibility towards man demands the acquisition of knowledge, skills, and appreciation, which must be acquired through the school. The integrating function must recognize this fundamental, social objective. The school should teach common understanding, common ideals, common attitudes and a body of common knowledge and skills, which will enable all men to live together with full recognition of their mutual responsibilities and obligations. These facts should be taken into consideration in classifying pupils and should apply to all levels of education.

2. The Differentiating FunctionThe differentiating function is based upon the well-known fact that children differ. The existence of individual differences is a normal condition of mature they cannot be dominate them. When one examines the scores of any test, however simple be, is impressed with the wide range of achievement and abilities revealed. Individuals are unlike not only physically but in abilities and many other characteristics. While it is true that one may tend to display superiority in one direction, may be less proficient in another.

Provision for individual differences must be considered as an important part of the educational function. Each pupil's varying abilities and characteristics must be studied if he is to develop, as he should, in the direction of a balanced life. At the same time education tends to increase rather than

decrease certain divergences among individuals. This is shown by comparing cultures and civilizations as well as persons.

Basis of Classification at Elementary LevelIn classifying children in the elementary school, the bases most commonly used are chronological age, mental age, educational age, social age, intelligence quotient and teacher's judgment. While no single basis may be said to be used exclusively, the most common one is the chronological age of the pupil.

Bases of Classification at Elementary Level:Chronological age has been the chief basis of classification at the pre-primary level within the larger group; however, small groups have been organized around the maturity of the child, physical or social attributes and other factors.

Basis of Classification at Secondary Level1. Many pf the principles and practices which have been

discussed in elementary and pre-primary level have equal application to the classification of pupils on the secondary level. Grouping of pupils in the secondary school occurs through selection, or assignment to specific courses of study, as academic, scientific, commercial and vocational curricula. Choices affect assignment, as in elective or college - preparatory course, one's circle of friends and economic and social factors of home and community environment. So pupils

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are classified and transferred as their abilities seem to indicate or predict or as personal or parental choices dictate.

Classification of the Exceptional PupilSpecial consideration should be given when classifying the pupils who vary markedly from the normal groups. Variation may be of a physical, mental, social or emotional nature. Special classes may be arranged to care for accelerated or retarded groups, gifted children or any other who come with in this classification. Children of similar characteristic may be grouped without too great regard for chronological or mental age achievement. Certain classroom procedures and equipments are necessary for the proper instruction of these groups.

Need for ClassificationThe early schools were upgraded. Much of the teaching was individual, the pupil coming up to the teacher's desk to recite his lesson. Some attempts were made to classify the children into groups according to reading ability by assigning them a particular reader or speller. However instruction and recitation were largely individual. As more and more children came to be educated, especially poor children were often grouped according to the potentialities of their future careers and sent to appropriate schools and class.

Classification of students is very necessary if a school has pupils/ students whose mental abilities are so low that they

can achieve but little in subject matter, it would be well to place them in a situation where they can have a specially trained teacher. A number of schools, group together those pupils who need applied work in certain area such as mathematics. In the same way, those pupils who plan to attend college are often grouped together for particular courses. There are also times when a number of pupils may be placed in a temporary group for special help or remedial work. After receiving the special assistance, these pupils return to the regular class.

There are teachers who group children for certain work, with in regular class. A teacher may have a group of four working on one project and another group on another project. The children in these groups should not work together on all projects. What may be a good team in reading may not be grouped correctly for the social sciences. A pupil who may be doing poor work in one subject may be doing superior work in another subject. If methods of grouping are used wisely the classroom instruction will be facilitated.

Classification of pupils for instructional purposes is generally approved. No two children are alike. The school must respect the individuality of each child and do every thing possible which will assure his success. The school must make the adjustment that may be necessary in its instructional or organizational plans. The integrating and differentiating

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functions of education must be kept in mind when classifying pupils at any school level.

Advantages and Disadvantages of Classification

AdvantagesIt makes better provision for the social aspect of education, because there is opportunity for co-operation, speech, social and political participation. It assists in motivation, it appeals to desire for the good opinion of others and to the interest in group-discovered problems.It is economical, because it saves duplicate preparation and explanations.It permits the slow learner to get something from the more rapid learner.It also enables the fast learner to his material better through the experience of explaining it to the slower pupil.It reduces the amount of preparation that the teacher must make for his daily work and simplifies the problem of management and discipline.DisadvantagesIt adversely effects both the slow child and quick learner because they have to go at average rate.It allows quick learner child to over-estimate his progress.It concentrates the attention upon the average work of the class rather then up the individuals. It prevents the more gifted to go ahead and use his extra power upon the work of his own choice and thus he falls into habits of idleness.

It prevents the teacher to catch little glimpses of the child's interests and possible vocational tendencies.It prevents the teacher to develop diagnostic skill in ascertaining just how a child's mind works as it finds its way through a problem.Briefly, not only should a child be assigned at the start to a class or a division of class suitable to his mental capacity and attainments, but the school should be so organized and administered as to provide for the smooth, continuous, and natural progress of every pupil through the course. The classes should be so organized and the pupil so promoted from class to class, that he finds the level and kind of work most appropriate to him at each stage of his educational course.

The Persona//fey of the TeacherThere are some suggestions for an ideal teacher to adopt. These will make him a person who possesses the qualities of a fit and proper person as a teacher in the class. The intention of the teacher is to give the children information and guidance, which will call forth their possibilities and fit them for the work and leisure of life. He strives to train them or think logically and widely, and to develop in them the power to make right decision the teacher moulds the future citizens.

Confidence in One Self:

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It is the first essential in a teacher. Confidence is born of resolution and knowledge. So a teacher should has confidence in one self and not work confused.

New Sense of Proportion:A teacher should have a new sense of proportion of relative values in such a way that he must see a situation from various sides not merely from the subjective point of view.

Unequal Temper:A teacher is a human being, but he should steadily diminish in frequency as his or her experience increases, and should eventually cease altogether.

A Sense of Humor Is a Priceless Asset:Humor can notes kindliness, a sense of proportion, a balanced optimism, and a capacity for infinite patience. A child feels at ease with teacher whose humor springs from a sound humanitarianism.

Courtesy and Good Manners:Both are the outward signs of a cultivated mind, and every teacher who aspires to train children should be able to lay claim to these attributes.The teacher should be earnest, reliable, and progressive. An alert, frank, bright attitude is a necessity.Manner is the reflex of personality. It reveals the presence or absence of interest in the children and in what is being taught.

It also tells whether teacher's, knowledge is perfunctory or thorough because children are splendid detectives.Sound work requires an encouraging and purposeful atmosphere in the classroom and it is the teacher who creates that atmosphere.

Speech:Voice is the chief of a teacher's tools. He must be able to address a class as a whole, oral reading of a high standard, of both prose and verse, is also demanded, since the teacher's duty is to illuminate the sense by adequate expression, to give a pattern worthy of imitation and demonstrate the beauty which lies in literature. For this purpose a teacher should use a good pronouncing dictionary, he should copy those recognized as good speakers and should read aloud daily, in private, for five or ten minutes at a time. This increases confidence in one's own voice. Speech should be brief and make every word carry own weight. A teacher should stress the important words, consciously stop and close the lips after statement and reopen them when compelled to.

Speech is the tool of the personality and can only give of its best when ruled by a wise and well-informed kindliness. "He who hath the truth at his heart, need never fear the want of persuasion on his tongue" Ruskin".

The Role of Teacher in Classroom Climate

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The teacher is the most important single element in setting the learning group. There are four main roles, the teacher will pay:

1. As leader of the group, whose purpose is to keep the group together to keep things going?

2. As teacher and an agent of change. The term change-agent, which has been used for the teacher to bring about changes in skill, knowledge, understanding and behavior.

3. As member of the group.4. As audience, outside the group, the person before

whom the group members will perform their newly acquired learning in search of evaluation and reinforcement.

Elements of Classroom Climate

Warmth:The strength of emotions and identification, the teacher and the students participants; is the group welcoming between encouraging to the learner, not dismissive or exclusive.

Directness:Whether the interaction between the teacher and the student’s participants is direct or indirect, whether the teacher does all the work or whether the class stimulates the learner to do their own work.

Enthusiasm:The way the teacher feels about the subject being taught about the students their learning, the commitment of teacher both and student participants to the learning task.

Organization:The teacher demonstrates competence in organizing; the devising carefully planned and purposeful exercises so that all involved feel they are not wasting time.

Needs/Arrangement of a Class RoomProper arrangement of classroom is one of the basic necessities of school. So organization of school classroom is "working teaching unit". It is a study place for group of pupils but together for purpose of collective instructions. That is why, while doing the management of class room the needs and requirements of students should be fulfilled because when the class room and working conditions are good they not only facilitate the better intellectual achievement but also physical or good physique development.

Generally the proper utilization of A/V aids, pointer, arrangement of seats desks, cupboards and other furniture, proper care and usage of board and storage of maps, globes and other apparatuses etc. are the basic necessities of classroom arrangements. There are some more requirements to make a best environment in the classroom. They are in the following.

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The best shape for classroom is "Rectangular".

The length of classroom should be about 22-25 ft. It means that the distance to which the teacher voice could carry and the students with normal vision could see writing on board.

The width of class is 20 feet recommended so. It will accommodate 45 students.

The ceiling of room should not be very low because during summer, room becomes very hot therefore the height of the class should be 14 ft.

The basic aim of classroom lighting is being about environmental conditions. So there should be sufficient windows and ventilators in class room, while there is still a need of prevent out sidelights and stop of directing sunlight. For all these reasons teacher must care to protect every pupil from handicaps to normal vision.

Fresh air provides the alertness. It keeps body and mind healthy, while in stuffy and smelling room the pupils become less active and this cause discomfort to teacher also. So both they feel tired and become sick. Arrangement for the fresh air should be provided.

Seating should be adjusted to the needs of the students, to give each student at his seat the best

possible lighting and cleanest view of board and other visual materials. The disk should not be larger than the age of student. It should be firm and rigid. Disks should not be arrange more than six rows.

Writing board should be on front wall of the classroom, properly lightened but light should be always direct. Writing board should be kept 4 feet high.The materials on the teacher's desk should be neatly arranged. Erase the black board at the end of each period, except for those materials that are to be used by all classes. At the end of each period the floor should be free of scraps of paper and other waste materials that may detract from a neat appearance.

Techniques of Control In Classroom

Definition of Control:

A teacher should know children psychology while controlling a class. "Control implies restraint, regulating or regimentation and the direct use of power."The circumstances of class room management after with different ages, and in varying environments, but the essentials are never the same.Control is the testing point of personality. One may be master of all the best methods of teaching, but in the absence of good discipline this mastery is all but futile.

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Class is a group, and in successful group management, it is the group psychology rather than individual psychology, which is important. Groups have their own characteristics quite apart from the individuals who comprise them. The earnest teacher merely requires resolution in order to go forward with confidence as the dominant personality in the classroom. The mental attitude he intends his scholars to adopt towards him must be the teacher's first consideration and aspect comes first."Teachers are the makes of a nation and a nation that does not respect its teachers is bound to be doomed".

Some General Tips On Classroom ControlFollowing are some general types for classroom control.

Teacher should read in the classroom before time and start the class immediately.

Teacher should learn the name of the students as soon as possible.

A teacher is supposed to come to class fully prepared.

Teacher must be consistent, he should never discipline one time and ignore the next.

Always be with them friendly, fair and firm.

Weekly or fortnightly review the classroom students.

Use surprise, an interesting film, an outside speaker, a change in classroom routine etc.

Conserve the voice, a noisy voice creates and encourages noise in the room. So speech should be a little above the conversational pitch.

Expect attention. Give each statement once only and see that the desired result is obtained immediately.

Check each misdemeanor immediately.

If any student challenges you do not take it personal.

If a child misbehaving as a direct question. Look straight in his eyes. Follow another question if necessary.

Teach with an alert eye.

In the beginning of new classes be strict with them.

Be methodical. Work to a system use the method (recommended) whenever necessary.

Praise your pupils at their work, considering their ability and aptitude time to time.

When class seems to be restless start some type of action games, as to keep the classroom healthy.

Arrange meeting with their parents and work as team.

Make sure that children are succeeding in their class.

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Young male teachers should avoid showing special attention to females students, their attention js often misinterpreted. Young woman teachers can avoid awkward situations with male students by dressing, walking and sitting properly.

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What To Do And What Not To Do?

Do not interrupt pupils with orders, statements, or announcements when they are busy doing something else.

Be sure the pupils are ready to hear you before you make announcements, issue orders, or make statements.

Do not interrupt yourself.

Avoid getting off the topic.

If you start discussing one thing, keep to it until you are finished.

Don’t jump around from one topic or activity to another and then back again.

Avoid talking an activity to death.

When you have said what you have to say, stop.

Don’t go into too much detail.

If something can be done in a few steps or explained in a few words, don't expand unnecessarily.

Kinds Of Class Room Problems And Their SolutionsThe following are few kinds of problems and their solutions. Notice that each type of problem needs different types of adaptation by the concerned teacher.

Problems Techniques of their solution

Some times students refuse to do their class work, this is very embarrassing for the teacher these types of student not only disturb the class but also effect the working other students in the class.

Stealing: It is common complaint that children steal things from their other fellows. They do not admit their act easily. Usually children are not very honest and this is the time to teach them honesty.

Never allow any student to refuse class work even he/she has any solid reason for it.

Call that student for a private meeting to know the reasons. Arrange a conference with principal and parent for this reason, if necessary.

Be sure that the assignments are reasonable and the students can do the work.

Sufficient time must be allowed to them to complete their assignment.

If a child is found stealing or is seen with the stolen article with a hard evidence, it s a good time to make admit his deed.

Children are not admitting their deeds easily. They should be made to admit their deed by showing

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Dishonesty In School WorkSome students are dishonest in their class crowded classrooms. The students with permanent opportunities of learning.

evidence. If a child has stolen a

valuable article or keeps on practicing of stealing, report to the principal and the parents.

In order to minimize the theft chances, make classroom arrangements so that no one should be allowed in the classroom with out teacher or under any other's proper supervision.

Teach them honesty, as every child might be a little bit dishonest.

While checking their assignments try to notice dishonesty signs and show them to the student. In order to made him to confess. Do not allow any possibility of dishonesty in classroom.

Some times students fear to give their

Restless student:If restless behavior of the students in class disturbs all other students their restlessness may be due to a child's being nervous. Try, not having enough schoolwork to do in the classroom.

incomplete assignment, due to same type of fear towards the teacher will accept his honestly worked assignments.

Students, those who keep on working dishonestly, call their parents. Take them in confidence considering his household assignments too, help the student

Make classroom rewards higher for honest student.

Give them sufficient work to do in class.

Call conference with their parents and look if the child to under slept

Observe and ask their parents about any physical problem making him restless.

Do not be strict with the child, it he is physically to sit at one place.

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History:In every class few students.

Change his seat if possible and provide space for him.

Change their seat, among his friends and away from their enemy.

If you are trying to know the cause of fight, give time to them to cool down, as a calm child is good to tell the reason and causes correctly.

If a child blames others, call the child in private and argue reasons with him.

Call a conference with his parents, with your observation and his parent suggestions work as a team and help the child to improve.

Tell the Principal about this problem and arrange a meeting with parents. Principal-teacher- students and follow the out come suggestions.

Give sufficient amount

Students who shout:Due to poor classroom control this problem of noisy students arises.

Students who are mischievous:These are very difficult students to handle. Their actions are generally not noticeable. It is difficult to pin point them or relate any action with them. They justify their actions intelligently.

of work to students. Check the noise as

soon as it begins. Do not let together most

talkative students. Arrange few periods

like social sciences, to give them time to full fill their desire of taking.

Punish these students never excuse them.

Change his seat in front of teacher.

Convince them that actions to attract attention in class are not necessary.

Observe this child all the time.

Provide opportunities to them to attract attention of class by good works like, in studies, helping the class, in sports etc.

Truant student:Such student is a special type of problem student. When he comes to class, he may be either a pathetic or descriptive.

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Perhaps life at school is too dull for him and he sees to reason for attending it. He may be restless due to being tired or nervous.

Students Who Are Usually AbsentBe prepared also for the student who is often absent not because he wants to stay out but because he wants to stay out due to excessive family responsibilities.

Student Who Are Misbehaving:

Suggestions:If a student continues to misbehave and cannot be ignored, do not discuss his behavior in front of class. Ask him to see you after class, and schedule the meeting in a room where you will have privacy, begin by saying something pleasant. Let the student do most of the talking. Be sympathetic.

Cheating:Today's well-intentioned parents are putting more and more pressure on their children to do well in school. When the student cannot do that he often resorts to cheating.SuggestionsIf you suspect a student of cheating, handle the situation intelligently. Never accuse a student of cheating until you have evidence. If you catch a student with a cheat sheet next to his test papers, for example, quietly take the test and the cheat sheet and ask the student to see you after class. If two students turn in papers with identical off beat answers, show

the students the papers during a conference and ask for an explanation. If the caliber of a student's paper seems too high for his ability and you suspect plagiarism, you must locate the item plagiarized for evidence. Usually, once the student learns that he cannot cheat in your classroom. The matter can be dropped after the conference, if cheating is a habitual pattern of behavior, you must send a report of the incidents to the counselor to see the student. In some cases, the parents may need to be consulted.

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Unit No. 4

MANAGEMENT OF SCHOOL CO-CURRICULAR ACTIVITIES

Previously the purpose of education was confined to the teaching of subjects of the curriculum. The social activities were regarded as 'extras'. A weak student had no right to go to the playgrounds or to functions. Gradually, this attitude of hostility changed into that of indifference. These activities were not supervised nor any guidance was given. But now the concept of education has changed. All-round development of the child is the theme of new education. Modern education recognizes that when the child comes to the school, he comes in mentally, physically, spiritually, socially and vocationally and as such he must be educated in all of them. Now it is recognized that these activities are valuable media for developing proper attitudes, habits, interests, and ideals among pupils. Because of their importance in education, they have been renamed as co-curricular activities as they form an integral part of the school curriculum in their organization, therefore, need just much care and fore thought.

Importance and scope of Co-curricular Activities

1) To meet the needs of Adolescent nature:Gregarious instinct is very predominant in adolescents. Growing boys desire to behave socially. If opportunities are not provided to them, they will form their own undesirable

groups and gangs. This grouping may be harmful to them and to the society. Their activities give a healthy outlet to various instincts like gregariousness, assertion and curiosity. Many curricular activities e.g., self-government, social service league, scouting etc. will be very conductive to sublimate their instincts as they will provide them a field for doing something socially worth while through group activities.

2) To provide Social Training:By participation in co-curricular activities pupils learn valuable lessons in practical co-operation and the habits of team work; they realize the relation of the society to the individual and of the individual to the society.One has to sacrifice one's immediate interests for the welfare of the group. Pupils have to move from sheer individualism to social awareness. Team spirit is developed in them. Spirit of "give and take" takes the place of selfishness.The pupil identifies himself with the group of his own choice, a debating club, a dramatic club or a football team. He is no longer an individual but a member of the group. He learns loyalty to his group. Universal brotherhood, true democracy, faith in man and unselfish, service are ideals which are encouraged.

3) Moral Training:Co-curricular activities are also helpful in giving moral training, what is moral conduct? "Moral conduct is the response that an individual makes to the requirements and

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expectations of the social order, in which he lives, in matters affecting the welfare of others". "It is a conduct approved by society".

By participating in their activities.i. Pupils learn to act according to the will and standards of

the group.ii. Moral qualities such as honesty, truth and justice are put

to test.iii. Pupils find opportunities to decide and choose the right

and to learn the great values of self-control and - moderation.

"Every ounce of moral experience is worth a pound of ethical teaching". Through the community life of games and activities, the child learns an inner discipline, which abides with the child as a directing and restraining influence when he is away from the school.

4) Civic Training:The school should be a training ground for democracy. It should be organized and administered on democratic lines. The students will thus have opportunities and responsibilities somewhat similar in a small way to those they will have later as grown-up citizens. Co-curricular activities train pupils for their rights and responsibilities as citizens. Students learn the mechanics and devices of government and develop true spirit of citizenship.

Self-government will provide experience of the life of a democratic society. In this, pupils determine the policies and the programmers; they plan and present assembly programmers. The individual pupil learns how to conduct a meeting in an approved and parliamentary style. It gives him an opportunity to exercise his vote. Here the students will know that rights involve responsibilities.

Lessons in co-operation can be learnt by practice. In order to retain his position as a member in a Students' Council, Athletic team etc., a student has to exercise co-operation.

5) To Provide Worthy Recreational Interests:Education for leisure should begin in school. It is as important as education for work. If recreational interests are developed during school life, they prove to be very beneficial in leisure hour of adult life and make life fuller and richer.With the advent of industrial civilization, human lab our has been replaced by machines. So increasing leisure hours have been afforded to men. As the work is entirely mechanized, the worker does not derive any human satisfaction from it. He is never responsible for a work as a whole. He will never take satisfaction and pride on the completion of the whole, work. The denial of human values during work hours results in a reaction in the worker to enjoy his leisure hours violently. He is frustrated.

Schools can create favorable attitudes in their pupils for healthy activities and unfavorable ones for unhealthy leisure

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time activities. If love for one or more hobbies is created at the school stage, that hobby will be the principal leisure time activity of the pupil throughout life.

6) Supplementation of Academic Work:Due to co-curricular activities, the teaching of civics, composition, history, geography etc. will be greatly supplemented. Election to the students' council will give them a picture of Central and State elections. Excursions to historical, geographical and industrial places will enrich the experiences of the students. Contributions to the School Magazine will supplement the teaching of languages.

7) To discover and develop individual Merest and provide recreation:

The school should organize various kinds of activities in the school so that the pupil may participate according to his interest. The pupil will participate in only that activity in which he is interested. So the teacher can find out the interest and the aptitude of the pupil. Recreation can, therefore, be provided according to the interest of the pupil. When individual differences are recognized, when tastes and aptitudes are discovered and when recreation is provided, the problem of school discipline can be solved. All these activities are helpful in experimenting with their likes and dislikes, in finding their interests and capacities in these fields and in developing their tastes and aptitudes they possess.

8) Training for Leadership:Many performances have to be organized. Many situations have to be faced in the running of various societies. All these inculcate in the students the qualities of quick and clear thinking, adaptability, good judgment, initiative, self-confidence, broad vision, tact, patience, tolerance, integrity, willingness to work, enthusiasm faith, courage, conviction, unselfishness etc. These qualities cannot be developed through the regular curriculum.

9) Development of Discipline:Discipline become self-discipline. Students remain busy with different kinds of activities and develop their talents in different directions. They make laws for various societies and come to realize the need for showing respect to other school laws. Many kinds of education activities—Basic as well as non. Basic—should be organized in schools. These activities should be able to serve some objectives.

1. All students should have equal opportunity to be a member of school organization.

2. These activities should stimulate children's interests in their environment. Education of children in schools should be closely linked to their lives in the community.

3. These activities should provide such experiences as would contribute to the all-round development of

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children. They should be organized in such a manner that they are helpful in the physical, mental and moral development of the child.

4. These activities should be helpful in giving training for leadership.

5. They should give the child training in citizenship and in the art of self-government.

6. Pupils should learn while doing things. Learning should be purposive, realization and more effective.

7. They should give scope for creativity and self-expression in children.

8. They should develop initiative in children.

9. They should teach the child the art of recreation and worthy use of leisure.

10. They should help acquire knowledge.

Essentials of a Programmed of Co-Curricular Activities:

i. These activities should be organized during school time.

ii. These activities should be strictly under the guidance of teachers.

iii. These should not be started merely for "show work." These activities must be organized and considered as a means to the educative process.

iv. The teacher should play the role of an adviser.

v. Record of the various activities should be kept by every organization.

vi. Some credit should be given to those teachers who organize these activities either in the form of less teaching periods or in the form of extra payment.

vii. Activities should be started in a small way and developed gradually.

viii. Once an activity is started it should not be allowed to die. ix. These activities should not be expensive as far as possible.

ix. Funds should be raised by the society concerned in order to meet the expenditure involved in various activities.

x. These funds should not be spent on a few selected stars (selected players or characters in a drama or debates).

xi. Regular time should be devoted to these activities

xii. Community should be well informed of these activities and ample publicity should be given.

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Organizer Duties:

i. To plan the schedule of the year's activities and to set dates of special activities such as concerts, parents' days, school sport etc.

ii. To secure a list of clubs that the teachers desire to offer.

iii. To take care of special discipline cases during club periods.

iv. To issue bulletin of club activities.

v. To make research in the educative value of the co-curricular activities.

vi. To select and organize those activities which relate to the school curriculum.

vii. To, try to make the activities less expensive as far as possible.

Principles of Co-Curricular Activities

1) Need and interests:-The programmed of co-curricular activities should grow out of the needs and interest of the pupils unless the membership of an organization satisfies a pupils native interest and results in meeting his needs, he is not likely to take part in it with enthusiasm.

2) Free ChoiceIn no case the membership of an organization be imposed upon a pupil, it should be the result of his own free choice, what the head of the school has to see to only the presence of a large number and variety of organization so as to cater for the different interests and aptitudes of the pupils. Each pupil should be allowed to choose from the activities the one, which is more interesting to him.

3) Educational ValueCo-curricular activities should contribute in high degree to the realization of educational objectives unless each activity can be justified in terms of this principle; it has no justification for being in the programme.

4) FlexibilityThe programme of co-curricular activities should be flexible enough to fit new demands and meet changed conditions. The same old programme should not be repeated year after year.

5) ResponsibilityResponsibility for the administration and supervision of co-curricular activities should be clearly defined and shared with faculty and students.

6) ProtectionsThe number of co-curricular activities in which a pupils may participate should be limited. This does not contradict that

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every pupil should have the opportunity to participate and that his participation should be varied according to his needs and interests; it means that a desirable balance should be maintained between the curricular and co-curricular programmes. Unless limitations are imposed some students are almost certain to overemphasize this phase of school life. Thus limiting the extent of participation is likely to result in a more general distribution of opportunities for the entire students body.

7) ExpenseCo-curricular activities should- be provided at a little or no cost to those who take part in them. Those activities should not be organized in which a very few member of students are participating and which involve much expenditure.

8. EligibilityCo-curricular activities should be available to all pupils regardless of their scholastic standing.

9) TimeCo-curricular activities should be given a place in the daily timetable of the school if it is not done so, they would be looked upon as extra. By inclusion of these activities in the regular timetable, on tie one hand all the students would be provided with the opportunity to participate in social experience and on the other land the status of the activities would be raised to the level of curricular pursuits.

10. DirectionIndividual activities in the co-curricular programme should be planned and directed by pupils under teacher guidance. This principle is fundamental to the achievement of objectives set up for the programme. Pupils must have the opportunity to learn how to plan their own affairs, to work co-operatively and to assume their own affairs.

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Unit No. 5

MANAGEMENT OF PHYSICAL FACILITIESAND LEARNING RESOURCES

Physical facilities are building and equipment provided for a particular purpose. The physical facilities are the following:

1 School building. 2 School Hostel

3 School Cafeteria 4 Dispensary

5 Learning Resources 6 Library

7 A.V. Aids 8 Use of School Diary.

9 Time table 10 School Record

11 Use of Instructional material

1. SCHOOL BUILDING1) The site of the school.

2) The school building.

3) The classroom.

4) Lighting.

5) Ventilation.

6) Water supply.

7) Washing and lavatory arrangements.

8) Writing Board.

9) School cleaning.

1. The site of the school:

1) The school sites selected in our country are often without proper regard for sanitary and health condition.

2) In some cases these disadvantages are remediable but in other cases they may be permanent and may even render the school unit for no use.

3) Modern methods of building have overcome many of the natural disadvantages of certain sites.

4) Prevention is better than cure. In choosing a school site in a city or town, opportunities are to be considered for open-air education and organized games.

5) Other important points for careful examination in selecting a site are:

a. The surroundings.

b. The condition as to natural drainage and ordinary level of the ground water.

c. The nature of the side soil and sub-soil,

d. The aspect and Elevation.

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2. The school building:1) In the construction of school building, not only

should good material be used but also expert advice should be sought with regard to the present and future needs of the school.

2) A simple dignified and artistic building suitable for the purpose for which it is intended is a very desirable thing from many points of view.

3) Its beautiful location help to make the scholars proud of their connection with the school and it exercises a lasting influence upon the neighborhood.

4) One of the well-known concerns of architecture is that the exterior of the building should be suggestive and should reflect the character of the interior.

5) First floor in the building must be planned in conformity with hygienic laws.

6) The building should be situated that the sun can reach all the classrooms without filtering through the foliage, without being absented by house type.

7) The air must be able to play round it freely and the natural drainage must be affected with out saturating the sub oil with moisture.

3. The classroom:1) The best shape for the classroom is that of a

rectangle with the greater side about a fifth longer than the smaller side.

2) There should be at least 15 feet of floor space and 200 cubic feet of air for each scholar.

3) The dimensions of the classroom should not exceed 20 feet by 25 feet.

4. Lighting:1) The problem of keeping the lighting of a

schoolroom properly adjusted be a difficult one even if the amount and the direction of sun light remain constant.

2) Assuming that all satisfactory arrangement are made in this regard by providing a suitable number of windows and shelves, there is still a need to prevent annoying side light spots of direct sun light upon the desks.

3) The problem is further complicated by the variation of light between sunny and cloudy days between mornings and afternoons. For all these reason the following preventive steps should be taken.

i) Light should not fall directly on the eyes.

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ii) In class room left lighting is best i.e., the light should strike the scholar's left shoulder when he is facing the teacher.

iii) When left lighting is impracticable right lighting at least should be secured. The light should not come from the front; in such a case it dazzles the eye.

5. Ventilation:1) Ventilation is a matter, which has great effect on

health. A small room may be healthier than bigger one because of better ventilation.

2) It is rightly said that "Air is food as truly as bread and meat." for fresh air makes vigor and alertness.

3) When children are in stuffy and close smelling rooms they are less lively.

6. Water supply:1) A plenty supply of pure drinking water must

always be accessible inside the school building & on the playground.

2) Children require frequent drinks of water & their health suffers if it is not available.

3) In playgrounds, a drinking fountain is better than cups, and cups, very often spread disease.

4) Water comes from wells or springs; the care must be taken to avoid pollution of drains or cesspools.

7. Washing and lavatory arrangements:1) In our country the provision for enough lavatory

and washing is often a neglected feature in schools.

2) One lavatory for every 40 is the necessary maximum. In fact twenty-five would be more satisfactory

3) The absence of proper lavatory accommodations is injurious not only in its direct effects but also indirect affects.

4) As personal cleanliness is of utmost importance it ought to be regarded as one of the chief lessons to be learnt in school. Therefore, the school should begin this lesson by providing hygienic atmosphere. Washing and lavatory arrangements as well as urinals, cleaning and washing of the equipment's in this connection should be carried out.

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8. School cleaning:1) Slate, writing boards are to be preferred to modern

ones since the former can be washed without much difficulty.

2) The board should either be black or white in colour, but whatever may be the kinds of Chalkboard used, the production of chalk dust is inevitable.

3) The dust particles however may be prevented from polluting the air and getting into nostril by using damp duster.

4) Desks, and seats accumulate greased and dirt, they therefore become a source of danger to health unless they are cleaned periodically especially during vacation.

5) Dirty windows decrease the amount of light, to allow them to remain dirty, is to present a bad example to the pupils.

6) No amount of oral precepts in hygiene will do any good when the visible example of the school is bad.

7) Dust is a potent cause of ill health and it should be avoided at all costs. In short everything in the school should be kept as constantly clean as possible.

8) Marker board helps in maintaining good hygiene in the room.

2. HOSTEL

i) Hostel environment should be as closely related to a house as possible. All students should be treated like family.

ii) It should be constructed within the boundary wall of the school but a little away from it.

iii) Building should be of U-Type, so that lawns and grounds can be in the middle.

iv) There should be a good dispensary for emergency treatment

v) Rooms should be big enough to accommodate four students.

vi) There should be proper lavatory facility.

vii) Rooms should be clean and walls should have yearly white wash,

viii) Recreational facilities should be provided.

ix) A common room for the students.

x) A Hall for the arrangement of functions.

3. CAFETERIA:It is a kind of restaurant which works on a self service basis, It has got a. variety of mean fruits, chips, packets of biscuits, peanuts and sweets.

1) Good quality food should be prepared.

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2) Wholesome and balanced food should be available.

3) There should be sufficient furniture and crockery.

4) A full time manager should be appointed who is responsible for good food.

5) Care should be taken that principles of cleanliness are observed.

6) A teacher and some student assistants should be there to provide help in distributing food and collecting money.

7) Nominal price should be fixed which should attract both teachers and students.

8) If possible free food should be provided to poor students.

9) Cafeteria should be a useful place for recreational and social activities.

10)If possible there should be a criterion for balanced and fresh food.

DISPENSARY1) It is necessary to establish clinics and to employ nurses

in school for necessary treatment of minor illness.2) The school nurse should be a health visitor; she should

help in assisting the parents in the treatment of vermin's

conditions and then advise various directions in regard to such diseases as ringworm etc.

Physical development is as important as intellectual development, school healthy conditions influence in the formation of child's personality.

1) School dispensary is necessary to help the students in case of emergency.

2) Medical kit should always be ready for help. Medical kit should contain cotton wool, bandage, sticking plaster, and pair of scissors, gaze pads, spirit and anti-septic ointment.

3) At the time of admission there should be regular physical check up of all students.

4) Certain physical defects such as hearing, sight and speech are noted and must be brought in notice of the class-teachers.

5) Physical weaknesses should be brought to the notice of the parents.

6) Doctor should visit the school frequently and point out any student suffering from diseases.

7) Some kind of free treatment should be given by the school if the parents are poor.

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8) Importance should be given to the habit of cleaning teeth after the meal.

9) System of regular inoculation should be made in school against infection diseases e.g. Measles ( ) typhoid. Etc.

A small medical room should be available where the child can rest in case of fever.

6. Need for teacher's special attention to health Conditions:1) It is clear that the teacher should cultivate certain

power of observation and judgment in regarding a child's health. It would be better if he is also trained to do some skilled work in this connection. He should, for instance, know how to record accurately the height, weight and chest measurements.

2) The teacher should generally keep the under height and under weight pupils in mind but more important is the appearance of alternates or languor vigor or weakness, a clear or muddy red or pale lips, a healthy or unhealthy skin and so on.

LEARNING RESOURCESIt will include the experts, equipment available and maintain (books & maps).

1. Resource PersonsWell expert and specialized persons in specified areas. They are experienced persons and they have traveled widely. They are invited to share their experiences with the students.Lectures are arranged for different subjects and the resource person with his detailed knowledge discusses with the students. The students get motivated and got first hand knowledge, students can ask questions and can learn in an interesting manner.e.g. if a lesson is about Hospitals and Banks. So a doctor and a bank manager can be called to discuss and talk about his field. He becomes a helper for the teachers.

2. LIBRARYThe facility of a good library should be provided for the students, they should be given all information in the use of library. The students should keep quite in the library. How to find a relevant book. It should be a source of motivation and stimulation for the students. There should be a very large variety of books, magazines, newspapers and illustrated storybooks should be available.

ImportanceThey give training for youth in the art of communicating one's ideas to other, fully clearly and effectively. The impulse to communicate is very powerful in adolescents and it seeks expression in various ways side by side with the growth of this impulse, the thought processes develop rapidly and the

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youth becomes capable of organizing his ideas and of reasoning about things. He also accumulates varied experiences. His urge to express his thoughts and feelings is thus greatly helped by his increasing rang of experience and his ability in logical thinking.The ability to communicate one's thoughts and feelings in an effective manner is an essential condition for participation in social life. The school should therefore, provide maximum opportunities for practice in the art of effective expression and to expand the social capacity of the pupil.

1. School Diary:A school calendar is drawn up at the beginning of each year. It gives out probable dates of various events or works to be done during the coming year or session. It should contain the following items of information.

i) General, partial and local holidays.

ii) Dates for the submission of monthly, quarterly, half-yearly and annual reports and returns.

iii) Dates of public and school examinations.

iv) Dates of meetings of School Committees, Teachers' Associations, Local Excursions, School Tournaments, etc.

v) Dates of the Monthly Tests and the subjects in which they will be held.

CONCEPT OF AUDIO-VISUAL AIDSInstructional material is comparable to textbooks. Because they facilitate learning and aid to teaching. Most of the concepts, which are abstract, can be presented in a concrete form with the help of instructional material.

According to Edger Dale (1969), "Audio Visual are those devices by use of which communication of ideas between persons and groups in various teaching and training situation is helped". These are also termed as multi-sensory materials.The audio-visual aids are of three types:

Audio aids. Visual aids. Audio-visual aids.

TEACHING AIDS OR AUDIO VISUAL AIDS

Definitions

1. Audio means to hear, visual means to see, and Aids mean the helping materials. Thus we can say, those materials, which can be heard, seen and the teacher gets help from them during the presentation of a lesson.

2. Whatever materials or machinery, which are used by a teacher, to make the lesson interesting and effective.

3. A.V. aids make things clear, make instructions real, and make the Teaching Learning process interesting.

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4. A.V. aids include all the means, techniques, instruments, in short, every thing which may, help the teacher in catching the eyes and ears of the students and enables him to do his job more effectively.

5. Devices that help to make learning more meaningful, more interesting and more effective.

6. According to the dictionary of Education, Hardware equipment's and media, used in learning, teaching and research are called Audio-visual) A.V) aids.

The Importance of A.V. Aids1) There is a famous Chinese proverb, "One seeing is

worth, a hundred words". According to WEBER, a famous Educationist, We receive knowledge through our senses. In which we get 40% by the help of visual experiences, 25% by the help of auditory experiences, and 17% by tactile experiment.

2) There is another Chinese proverb about the use of A.V. aids, "If we hear we forget, if we see we remember, and if we do something, we know it". Experts of education say, if we hear, we remember 10%, if we see we remember 50%, and if we hear, see, and do we remember 90%.

3) They give concrete concepts in thinking.

4) The students take keen interest in A.V. aids.

5) They make learning more beneficial.

6) They develop continuity of thought. This is true in case of motion pictures.

7) They contribute to the learning of meanings and hence useful for building vocabulary.

8) They give reality to the experiences of the students and hence stimulate self-activity.

9) They make abstract things concrete.

10) They provide experiences not easily obtained through other means and contribute to the efficiency, depth and variety of learning.

11) Easy-explanation is encouraged and time is saved.

12) Due to dynamic pictures, continuity of thought is established.

13) Realism is created in the learning, which open doors to individual activities.

14) An everlasting and stable base is provided to the progressive lesson.

15) A.V. aids motivate and stimulate towards learning.

16) A.V. aids make the lesson more meaningful.

17) A.V. aids involve students in the development of the lesson.

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18) A.V. aids help in longer retention and better recall.

19) It creates variety and change in the routine lesson.

20) Pronunciation and expression is developed.

21) Events of the past are presented at present.

22) It is the Prophet's way of teaching. He (PBUH) used different aids in his teaching of Islam, to inculcate the ideas of Islam.

Principles of using of A.V. AidsThe use of audio-visual materials involves four steps.

1) Selecting the proper A.V. aids.

2) Preparing the A.V. aids.

3) Using A.V. aids.

4) Following up the A.V. aids.

Selecting the proper A.V. AidsSelection of the proper A.V. aids is very important. Using the wrong tool will make the class ineffective. For the effective aids, we should consider their,

i) Suitability

ii) Visibility

iii) Clearness

iv) Level of understanding

v) Ease of Presentation and

vi) Availability

i) Suitability

Suitable objects should be used. It should not be only a show of aids. These should be relevant to the topic and should also fulfill some educational values. It should be used to make the teaching effective. It should be helpful to achieve your objectives it should help you to get across the concept at which you are shooting. It should give an accurate understanding of the facts in the case.

ii) Visibility

It should be clear and visible to all students, and it should be attractive and have suitable size.

iii) Clearness

It should not be difficult for the students to understand.

iv) Level of Under Standing

Too much complicated aids should be avoided. Examine the mental age of the students and then select aids according to that stage.

v) Ease of Presentation

Select such type of material, which can easily be shown in the class.

vi) Availability

Select aids according to the resources.

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2. Preparing the A.V. AidsThe accurate use of A.V. aids, usually requires advance preparation, both Psychological Preparation, in which you prepare the pupils to get the most out of the A.V. aids, and Physical preparation, in which you prepare the physical conditions for use of the aids.Sometimes the preparation needed is minimal, as with the use of chalkboard, at other times, you will need to prepare extensively and in detail. In your introduction you should clarify the purpose of the activity, suggest points to look for in general, take whatever steps you deem necessary so that pupil will get the most from the use of the aid. You should check physical A.V. aids carefully before the class begins. You should check the class position, the machine and the required instruments.

3. Using the A.V. AidsThe purpose of the AV. Aids is not to replace teaching, but to make teaching more effective. Do not expect the A.V. aids to do all the work. The teacher expects the A.V. aids to do all the work. The teacher has to make it work for himself. The teacher will have to explain certain points, show the relationships and point out the concepts being demonstrated.

4. Following up A.V. AidsThe teacher should follow up all the A.V. aid presentation. The teacher should evaluate, discuss and explain. The

teacher should make clear, those points which are not clear. Questions, review, practice and discussion can be used to tie together loose ends, to point out and drive home the major concepts, skills and attitudes.

Techniques for using A.V. Aids1) It should be clear and attractive.

2) It should fulfill educational values and standards.

3) It should be used on proper time and on suitable places.

4) It should be used in a sequence and in a proper order.

5) It should be according to the resources.

6) It should be durable.

7) Questions should be asked during presentation for explanation.

8) It should be removed after use.

Some Of The Commonly Used Audio - Visual Aids

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Audio Visual Audio - Visual

1 Radio 5 Writing Board 19 T.V. Set

2 Cassette Player 6 Flannel Board 20 V.C.R.

3 Language Laboratory 7 Display Board 21 Movies or films

4 Gramophone 8 Pictures

9 Wall, charts

10 Flash Cards

11 Maps /Globs

12 Real objects

13 Overhead

14 Slide projector

15 Film strip projector

16 Computers

17 Models

18 Specimens

TIME TABLE

Introduction:

Timetable is a simple word meaning for schedule of various activities, work or recitations in respect of time duration. Looking at the universe the sun, earth, moon, stars, galaxies and whole of the solar system run by a proper schedule. The beneficent Allah has also pointed to it in the Holy Quran as:

"Neither the sun can over come the moon nor the night could overcome the day, each one of them run on their own orbits",

i.e. each one of the masses has been allotted his own job and is bound to obey punctually and regularly; no one has the courage to deviate. In another occasion Allah Taala points to the Prayer (Nemaz) to be offered in its specific time i.e.

"The Prayers has been assigned to the Muslims in their respective times". It also gives us the lesson to be punctual and do your work in time, as the Prayer of morning cannot be offered at evening and the prayer of evening cannot be offered at morning time. So similarly one should have a Time Table for each and every work. Thus the school, the office, the railways, the airports, Radio, T.V etc all have their scheduled time table to follow. Even in a single atom there is also a schedule for the movement of its components i.e. Electron, Proton and Neutrons. If there is no such perfect schedule for them to follow, the Electron will clash with the proton, similarly the trains will collide with each other, the aeroplanes will be air crashed and the masses will also be crashed and thus, "The whole system will be destroyed".

School Time Table:School is also a society with in the society in a miniature; so it also requires a schedule to run its activities and gain its objectives well in a proper way A school time table is a plan showing the weekly allotment of the time among several subjects and other co-curricular activities. It is a plan of distribution of available time during the day among the

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various items of work to be done. Its importance rests upon the fact that the smooth running of the intricate machinery of the school, from the opening morning of the new session or year to the last day of the year, depends largely upon the skill with which the schedule of recitations has been made. Time Table making is a very difficult task and can be properly done only by an expert who becomes more skilful year by year. A good schedule can be continued from year to year with rare changes as experience suggests, or transfer of a skilled person occurs. Through the time table both the Teacher and taught get benefit i.e. the teacher may be able to know which subjects he has to teach, to which classes, and the pupils may know what ground of study they have to cover, which standard they have to reach and what objectives they have to achieve?

Values of Time TableA better time table is very useful to all concerned because:-

1) By the timetable the teacher and the taught know their jobs and the time they should devote to it.

2) There is no wastage of time and energy as the whole work is distributed among the members of the staff.

3) Timetable ensures a regularity and even progress in the institute.

4) Due place, attention and emphasis are given to each subject according to its importance and difficulty.

5) It develops methodical attitude towards work both in teachers and pupils.

6) As definite items of work are allotted to definite periods, so a timetable helps to form habits of orderliness, steadiness, regularity and attention to the duty assigned in fixed periods.

7) There is full adjustment of schoolwork. Everything is planned in advance. All teachers and the students know their jobs and the time allotted for them.

8) There is subject justification, i.e. each subject is given due time lord its study.

9) Assembly, recreation recess, tutorial group, guidance group sports and library have given separate periods; thus both curricular and co-curricular activities flourish side by side.

Types Of Time Table:There are four major types of school timetable.

1) Residential school timetable

2) Ordinary school timetable

3) Activities timetable

4) Home work timetable

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1. Residential school timetable implies where the school is provided with the facility of hostel also e.g. cadet college Kohat, cadet college Razmak (Balochistan) the Fazli Haq college Mardan and Risalpur College etc, where there are boarding-house facilities. The students are in the supervision of their teacher 24 hours. So they follow a 24 hour time table i.e. morning prayers, exercise or running, breakfast, school teaching periods, lunch, rest, games, dinner, study / revision in the supervision of the teachers and light off (sleeping). Such schools and colleges follow a 24-hour timetable and the students remain under supervision all the time. Such types of schools and colleges show good results.

2. Ordinary school timetable: Such type of timetable is followed up in most of the Govt. and private schools and colleges. There is a consolidated timetable for the whole school, which has three sub timetables.

i) Class wise timetable: In this timetable the various subjects of the same class and section are arranged. It is provided to each class or section. Each section and class has a different timetable and a copy of it should be present in the class.

ii) The teacher wise timetable: It is a timetable of all the teachers showing period number, subject,

class and section. Each and every teacher keeps on this timetable, while a combine copy of all of the teacher's timetables is kept in the office of the Head master or the Principal. This timetable also shows the vacant periods of each teacher in which he can check students’ notebooks and prepare himself for the next class.

3. Activities timetable: This timetable contains all of the activities and programmers to be arranged during the year by the school. Their dates and little detail is to be given in the time table, e.g. 23rd March Pakistan resolution day.

12th Rabiul Awwal (Bid Milad-dun-Nabi).

1st May Labour day

27th Rajab Shabi Meraj.

14th August (Independence day)

6th September (Defence day)

9th November (Iqbal day)

Bazme Addab

Parents day

iii) Room time table: In such type of time table the lecture rooms, laboratory, workshop, Drawing room, and library etc, are to be used by each and every class and section in a week These specific

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rooms are to be used by every section and class alternatively; so their time table must be as such to arrange all of the subjects concerning to them alternately daily or weekly in alternate periods.

4. Home work timetable: It is a time table in which Schedule of homework of various subjects and classes is arranged in such a way that the student may neither be over loaded nor left free to move hither and thither. It is better to classify important subjects like English, Maths, Urdu, G.Sc. etc and their homework should be allotted in different days of the week. Thus their subject teacher would be able to check and correct their homework easily. If a Teacher teaches the same subject to the different classes or sections; He should be given alternate days for the allotment of homework to the different classes or sections. If there was no such arrangement, then either the student will be over loaded by the homework one day and would be left free next day, which is not beneficial to the student- as well as to the teacher for check up- and correction work.

In the consolidated time table on one side there would be teacher wise timetable and on the other side there would be class wise timetable. One copy of this consolidated time table would be on the office table of the head master or principle and the other copy would

be in the vacant period register; through which the periods of the teacher on leave could be distributed among the present teachers, one copy of the activities time table, home work time table should be in office and one copy of each should be on the notice board, while one copy of the room time table would be in their respective room and the second copy would be in the office for verification.

Preparations for Time Table Making1. Difficult and important subjects should be first:

Before making a time table for a school the difficult subjects should be enlisted first e.g. maths, English, physics, chemistry and other science subjects etc, that they may be given enough periods and should be retained regularly whole of the week.

2. Incidence of fatigue: Two or three consecutive difficult periods bring more mental fatigue, so it should be noted that after two difficult subjects one light subject must be kept, e.g. Drawing subject, General Science, Qiraat and physical education etc.

3. Principle of variety: While framing a timetable principle of variety should be kept in mind for both teachers and pupils. Students will feel mental fatigue and boredom, if they are kept engaged in the same subject for a number of periods; so it is better not to have the same subject for two or more consecutive

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periods except science practical, wood work, metal work or and any other vocational work. In case of teachers principle of variety should be maintained in a manner that easy and difficult subjects should be kept in alternate periods. For example a teacher of English or Mathematics could not attend two consecutive periods of oral work or written work. So he should be given a free period in. between the two periods or some other alternate period should be given in the middle. For the practical work e.g. Science practical, wood work, metal work or some other vocational or technical work if there are two consecutive periods then it is better for them because they require more time to complete and are interesting also.

4. Principle of Justice: Teaching periods among the staff members should be equally distributed except special subjects of the specific teacher e.g. science. Qiraat Drawing, Arabic, Drill and vocational subjects, for which there is a specific teacher. So these subjects should be allotted to them definitely. If the total periods of a teacher were less than the average periods of the remaining staff members such staff members should be given extra periods beside his own subjects. Thus a justice could be maintained among the staff members. The teachers of subjects with more written work and correction work like English, Urdu, Maths etc should not be over loaded by the burden of extra periods: The

teachers keeping various records like admission with drawl register, stock register and funds registers etc. should not be over loaded-by teaching periods.

5 Teaching Staff, equipments and building: The number and qualification of teachers, the number of class rooms, lecture rooms, laboratory and library should be taken into consideration while framing the time table. The timetable for a primary or middle school with a qualified staff will be quite different from a school in which there is only one teacher. Again where the number of classrooms is less than the number of classes or sections, thus one room should be used for two classes and the time table should be arranged as such that one class will be doing reading work while the other silent calligraphy writing work. The equipment available also determines the timetable; science and drawing rooms especially require well equipped rooms. All the classes should not have to be the same subject in the same period so that each class may be given the chance for the utilization- of science equipment's and library books as well.

6. Vacant or free periods for teachers: All the teachers must be provided with some free periods. The placing of these free periods requires important consideration. It would be useless if all the free periods of the week are collected to one day or two days of the week, while

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the remaining week he has to work like a machine, so that the free periods should be scattered over the whole week as far as possible. It would be better if the form-masters are given the second period vacant and the remaining staff should be facilitated by a vacant period at least after two consecutive teaching periods. An expert schedule maker could arrange such a timetable in which there will be one vacant period after each teaching period. A teacher must be facilitated by at least two vacant periods daily because a human being is not a machine so he should be given rest for a while definitely. The vacant period is also not useless but it is for the preparation to the next class as well as for the checking/ correction of the note books of the students.

7. The time table should not be rigid but flexible: It must be remembered that there should be no rigid time table, as the changes occur in the curriculum, teachers transfers or the Govt. announce half day weekly or two consecutive holidays weekly, for which the time table can be adjusted. A timetable rigid by nature and mechanical in its operation will reduce a school to a static lifeless Shelton. So a schedule must be flexible and not rigid to accept necessary changes.

Procedure of Schedule (Time Table) Making:

One week before the commencement of the new session, a meeting of teachers is held in the supervision of Head master or principal. The timetable maker usually has made the necessary preparation like,

A list of all the classes and number of sections in series along with their subjects to be taught and the number of weekly periods of each subject written in front of each section and class.

A list of names of all the available teachers along with their qualification and post held. A list of subjects of their own choice and space for the next subjects to be allotted.

A list of available classrooms, lecture rooms, drawing rooms, workshops, library and science laboratories etc.

Already square lined graph sheets one for teacher wise schedule one for class wise schedule and one for workshops and laboratories etc.

In the meeting held (called distribution of work) under the supervision of head of the institute every teacher proposes choice subjects, which are noted against their names in the teacher's list. This option is for only those who are not subject teachers i.e. science teacher, workshop instructor, drawing master, Arabic teacher, Qari and subject specialists etc. who are bound to teach their respective subjects definitely though they can also be allotted subjects other than their respective subjects or choice subjects.

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The schedule maker note all the selected, assigned and allotted subjects in front of each teacher and simultaneously cross those subjects and number of periods from the class list and subject list one by one as the work proceeds during the meeting. When all of the subjects noted in the list are crossed it may be checked again. Then the total number of periods of each teacher should be noted in front line of his name. Then add the total periods of all the teachers; it should be equal to the addition of the total weekly periods of all the subjects of a class or section multiplied by number of total periods of the week. When both the totals are balanced it would be a perfect timetable. Now it should be arranged in the consolidated time table sheet in the square lined graphs or blocks in the class or section timetable sheet and room time table sheet, in which the days of the week and serial number of periods have already noted. The first period of all the form-masters should be noted first, then the Quart and physical education scattered in whole of the week, while English, Maths, Urdu and some of the sciences of higher classes should not be later than the half day or 5"1 period. It should also be noted that two consecutive periods of the same teacher may not come with the same section or class. Every teacher must have a rest of one period after at least two or three consecutive periods. The difficult and easy subjects should be arranged alternatively, because three or more consecutive difficult subjects bring more mental fatigue to the students as well as to the teacher, so in the middle of the difficult subjects

there should be a shot break or physical education period or some other light subject like. Drawing, G.Sc. Quart etc. If a subject has more than six periods weekly, the remaining two or three periods should be kept beyond 5m periods i.e. in the 6th, 7th and 8th period. The period for library of each class should be arranged after the 5th period scattered i.e. all of the classes should not have the same period on the same day but alternately arranged. Now we consider short time table of a high school having 5 classes, 6th, 7th, 8!n, 9th and 10th and 14 available teachers (Three SETs, three C.Ts, three S.Vs, one D.M, one PET, one A.T, one T.T and one Qari.The subjects taught in these high classes are English, Urdu, Maths, Islamic studies, Pak Studies, Physics, chemistry, Biology Qiraat, Library, Physical Education, G.Sc, Islamiyat Elective, Pashto and Arabic, while the subjects in the middle classes are; Eng. Urdu, Maths, Islamic studies social studies, G.Sc. Drawing, Arabic, Qiraat, Library and Physical education.

Qualities of a Best Schedule1) In a best schedule there are no two consecutive

periods of the same teacher with the same class or section.

2) There is at least one or two periods rest for every teacher during the whole working day.

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3) There are maximum three consecutive teaching and writing periods of every teacher per working day.

4) Difficult and compulsory subjects like English, Maths, and Urdu etc. have been kept before short break or 5th period.

5) Physical Education and other light subjects like Qiraat and Drawing have been kept in between 2nd and 8th period.

Modern Concepts about Time TableModern educationists advocate the abolition of timetable altogether because each individual is unique in certain respects. Each child has his own tastes, his own preferences and his own rate and speed of working. When he is left to himself, he loses interest and feels fatigued. If he is interested in his work, he is alert and active. This interest gives him psychological satisfaction. But when work is being done under a rigid timetable, a child might have to stop it at the time when he has begun way, that is he would feel fatigued with the subject before the period is over. But because the period is meant for that particular subject, he has to continue even though he is disgusted. It is for this reason that some educational reformers would like to abolish timetable altogether. If a child were left to himself, he would give more time to those subjects in whom he is interested and give up

those in which he is not interested to come back at a more favorable time.As education must enter the individual needs of the students, modern education does not prescribe a collective time-table. No two individuals are alike. All will, therefore, need individual methods. Different methods will have to be devised, like Dalton plan, project method etc. which are not bound to the time boundaries.

Conclusion:Though both the side have strong evidences yet it is clear that a schedule / timetable has a great importance in educational institutions as well as in other departments.

SCHOOL RECORDS

Importance1) School is entrusted with the task of all-round

development of the personality of a child. To discharge this function it is absolutely essential to keep a record of his day-to-day growth and development.

2) School is social institution. It is answerable to the parents, the managing committee, the department and the public in general and records kept by the school serve as a useful means to judge its

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efficiency. Carefully kept records are indispensable for the successful working of the school.

3) School records help us to assess the progress and needs of a particular locality.

4) The department requires the supply of certain facts on the basis of which grants-in-aid are sanctioned. School records are helpful for this purpose.

5) Educational reforms can be undertaken only when the school records provide a useful help in supplying comprehensive data to those who are asked to shoulder the responsibility of educational reforms.

6) School records help in the administration of the school.

7) School records and reports are used to satisfy the legal environments of the state, to appraise the effectiveness of the instructional programme.

8) School records furnish research data for statistical analysis and interpretation of policies and programmes and to develop co-operative and constructive relations with the parents of pupils in school.

9) School records help in sending progress to parents.

Advantages of School Records:

L.M. chamberlain and L.W. Kindred give the following advantages of the school records.i) Records help the School:

1) To locate each pupil quickly.

2) To have available the facts significant about each pupil.

3) To explain and remove undesirable conditions.

4) To find if all legal requirements are met.

5) To determine if any administrative or other changes are desirable.

6) To make important investigations and case studies possible.

7) To find if school funds are adequate and wisely expended.

8) To reduce retardation and failure to the minimum.

ii) Records help the Classroom Teacher:1) To know pupils when the school year begins.

2) To determine what work a pupil is capable of doing.

3) To provide learning activities suitable to each pupil.

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4) To formulate a basis for the intelligent guidance of pupils.

5) To explain the behavioral characteristics or unhappy conditions of any pupil.

6) To make possible the development of unusual capacities or exceptional talents.

7) To identify and make proper provisions for mentally slow.

8) The make assignments to committee work and monitorial positions.

9) To make periodic reports correctly and in time.

10) To be properly informed when conferring with parents and others about a pupil.

iii) Permanent Records help the Pupil:1) To receive fair consideration in his classification.

2) To do his best in making a good record.

3) To make a progress in accordance with his ability.

4) To secure development of his natural capabilities.

5) To secure transfer of correct information to other schools when desired.

6) To receive proper adjustment and guidance.

Mode of Keeping Records:1) A stock list of registers should be prepared in

the school.

2) On the outer cover of the register the following particulars should be written distinctly.

a) The name of the school.b) The serial number of the register.c) The name of the register.d) The number of volume.e) The number of pages of the volume.f) The opening and closing dates.

3) Number of the pages consecutively either in the red ink or with a numbering machine when a register is opened.

4) Keep the registers tidy. Avoid overwriting.

5) Make all the entries in ink.

6) Get each cutting attested by the head.

7) Do not open a new volume of a register every year, if the previous volume contains some blank pages.

8) Fill up every column provided in a prescribed register and do not leave any blank space between entries.

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Maintenance of School Records:1) It is the ultimate responsibility of the

headmaster/principal to maintain and preserve the school records property and as such he should be well conversant with this aspect of school administration.

2) The headmaster should not transfer to his clerks or assistants blame for faulty discharge of what are his own primary responsibilities.

3) All information contained in the school records should be accurate, well organized, and pertinent and justified solely on grounds of the contribution it can make either directly or indirectly to the welfare of the student.

4) Record system should provide for the collecting and recording of information that is relevant and useful in working with children.

5) In the case of a child's transfer from one school to another, his records should follow him.

6) For the harmonious development of the child, different kinds of records should be kept. All members of the staff have a responsibility for keeping records according to their field of activity.

7) The records and reports should be easily maintained and should require a minimum of time and energy for making entries.

8) School records should always be available in the school premises and should not be removed from the school premises for the purpose of scrutiny.

Kinds of School Records:School records and registers can be broadly classified under the following heads.A. General Records:

i) School Calendar.

ii) Log Book.

iii) Visitors' Book.

iv) Service Registers.

v) Admission and Withdrawal Register.

vi) Transfer Certificate Book

vii) General Order Book.

viii) School leaving certificate book.

B. Financial Records:i) Acquaintance Roll,

ii) Contingency Register,

iii) Contingent Order Book,

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iv) Fee Collection Register,

v) Abstract Register of Fees,

vi) Bill Register,

vii) Register of Donations,

viii) Register of Scholarships,

ix) ix. Private Tuition's Register.

C. Educational Records:i) Pupil Attendance Register.

ii) Teacher Attendance Register.

iii) Class Time Table.

iv) General Time Table.

v) Teachers' Monthly Progress Register.

vi) Examination Result Register.

vii) Head Master Supervision Register.

viii) Cumulative Records.

D. Equipment Records:i) Stock Book of Furniture and School Appliances.

ii) Library Catalogue.

iii) Accession Register.

iv) Issue Books, Register of Newspapers and Magazines received.

v) Stock and Issue Register of Sports Material.

E. Correspondence Records:i) 'From' and To' Registersii) Peon Book.iii) Memo Book.iv) File of Departmental Orders.v) Register of casual Leave Granted.

F. Account Books:i) Cash Book for Daily Receipts and Expenditure.ii) General Ledger or Classified Abstract of the

Monthly Totals.iii) Remittance Book,iv) Register of Pay Bills.

Few of the important school records, relating mainly to the educational side of the school administration, are described below:

2. Log Book:It is a school dairy. It records those events, which occur during a year. It furnishes material for history of the school year by year. It contains special events happening to the institution, introduction of new text books or apparatus, visits of officials, changes in school building, staff, timing etc.The logbook should contain only 'statement of facts' and not expression of opinion concerning those facts. If possible only the headmaster/concerned authorities should make entries into it.

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3. Admission Register:The headmaster is personally responsible for the entries made in an Admission Register. It is one of the most important school records. It is a record of all the pupils admitted to the school. In it should be entered the date of admission, the serial number of the pupil, the age and name of the pupil, the father's name, caste, occupation and address, the class to which the pupil is admitted and the date on which he leaves the school. There should be no wrong entry at all as this register is to be kept permanently.

4. Pupils’ Attendance Register:This register is meant for making the attendance of pupils. Attendance should be marked as soon as the class assembles at the prescribed time. Attendance has to be marked for both the morning and after-noon sessions. Absence owing to illness is indicated by suitable symbols such as S.L (Sick Leave). At the foot of each daily column, the number present at the morning and the after-noon sessions should be noted. At the end of each month, the number of times each pupil was present should be noted in the column provided. When the school does not meet, the nature of the holiday should be written. These registers are to be preserved for 5 years.

5. Teachers Attendance Register:A register for the purpose of recording the daily attendance of teachers in a school is another necessary record. As soon as

teachers come to the school, they should write their initials opposite their names in the columns provided for the purpose. Latecomers should indicate the time at which they arrive. The head master should also mark his attendance and should check the attendance of his assistants at the commencement of each school session.

6. Stock Register of School Equipment:All movable property of the school should be entered into this register. Whenever any equipment or furniture is purchased and placed in the school, it must be duly entered in the property register. The name of the article, date and receipt of the article, its price and the authority who purchased it must be entered in it. The equipment should be checked by the headmaster at least once a year and verification should be recorded in the Stock Register.If there is any difference in stock, explanation and action taken should be recorded.

7. Monthly Progress Register:Usually the marks obtained by pupils in class, terminal and annual tests are entered in progress records. The evaluation of routine work also should find a place in progress register. The progress of pupils should be shown separately for each of the subject of the curriculum so that each pupil's strength and weakness may be judged.

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8. Cash Book:In contains a record of all money transactions that are being carried through from day to day in the school, the credit side of the cash book shows all the money, received by the school from different sources, e.g., donations, grants-in-aid, fees, boys' fund etc. and its debit side indicates all the payments made e.g., salaries paid, deposits made in bank, contingent expenditure incurred etc.Cashbook should be well bound and the pages should be carefully numbered in print.It should be written up from day to day. The entry relating to each item of receipt and expenditure should be made at the time of transaction.As far as possible the cash balance should be immediately deposited in the bank. Daily balancing of the cashbook avoids chances of errors.

Unit No. 6

HUMAN RELATIONS

Definition

1) Human relation means the action of every individual.

2) Human relation is the relation of a person in a society with the other person.

3) According to the nature of human beings they like to live together in society. The combination of economic, social and psychological relation among the human beings are known as human relations.

4) To study the action of every individual is called human relation.

5) The way from which we know about the action of people is known as human relation.

6) According to Robert Rizzo: Human relation is the process of dealing with people in such a way as to accomplish the goals of both the motivator and those being motivated.

7) Actions and reactions of the individuals are known as human relations.

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The term human relation is the combination of two words 'Human’ and 'Relation' which means the relation among various individuals on the surface of the earth. But now, the question arises that why this sort of relations exist among the individuals. Answers to this question are given by different thinkers i.e.

1. AristotleMan lived social and political life not by choice but because of their inherent nature, their needs, desires and their strength and weaknesses make them do so.

2. Imam GhazaliMan is created in such a manner that he cannot live all by himself but is in constant need of others. And man needs this company for two reasons.

i. For the sack of procreation (produce off spring),ii. ii. For food, clothing and proper education.

3. Ibni KhaldunThe nature and necessities of life compelled a man to live with others. In order to defend and feed himself man must co-operate with man.But one thing should be kept in mind, if people work together with team spirit, and co-operation, It will also put positive affects on social life, economic, and psychological objectives of an organisation.

Concepts

1. Human Dignity:Respect for the personality of each and every individual, irrespective of the position, he occupies in the official hierarchy, is the most cardinal principle in human relation. This does not mean that there has to be no consideration of superior and subordinate. What in principle it means, is only this, that the superiors have to recognize the fact that every individual has a dignity as a human being and that allowances have to be made for his sense of self respect even when he subordinates himself in an organization.

2. Individual Differences:The second principle is that as every individual has a separate and independent personality of his own, he cannot be treated as a cog in the organizational structure, nor is it possible to make him an object of experiment under any standardized condition. Management can best handle its labour or employees problems by recognizing the fact of individual differences and by making allowances for them in their personnel policy.

3. Mutual Interest:Human beings are by nature gregarious, that is they want to co-operate and work together, or that when they work together they develop a common interest which is different, though not divergent from the individual interest of each human.

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4. Motivation:When a man has a tendency to develop a community of interest while working in combination with others, then the management of an organization should motivate the workers to work together and develop a spirit of co-operation. This is the only way to achieve the planned goals of the organization. In other words, the management should rely in dealing with the employees, upon the leadership rather than authority. The art of human relations is primarily an art of developing leadership in an organization.In school organization "human relations" means creating conducive environment for teamwork of the administrator, teacher, the taught and the parents, so that the institute runsSmoothly and properly flourished. Nowadays it is a recognized fact, that without the community participation, any predetermined goal is not only difficult to achieve but impossible too. That Is why, the educationists stress upon the need of close relation among the members of any organization. The school administration can easily achieve their objectives through close relation among their members, teachers, taught and other allied members.In this connection, there is a dire need to discuss in detail the responsibility and quality of a head master, teacher, and role of society besides the duties and rights of the taught.

PRINCIPLES OF HUMAN RELATIONSPrinciples of human relations consists of the following steps.

1. Gaining knowledge of the selfTo know one's own self is one of the most difficult, it is nonetheless essential for good human relationships.Knowing oneself implies proper assessment of one's own shortcomings, strong points, emotional conflicts, frustration, and if possible, one's subconscious.

2. Seeing on self through the eyes of othersIt is extremely helpful to have a look at one's own self through the eyes of the others. We are not only blind to our own image with in ourselves but also one's own self can be immensely helped by knowing what other's say about ourselves.

3. Self realizationsA really satisfied and self-secured person is seldom aggressive on petty things in life. A person who knows that the cause of aggression come from within is much less aggressive because of his conscious control of himself. It is the blind person who is all the time blaming others and creating ill will all around. He can never be an effective administrator. He can't create a sense o1 loyalty and motivation in others.

4. Counseling HelpfulCounseling is a specialized technique. Since the situations are changing fast, and the training, given to an executive, to

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run a particular organization today may not be helpful tomorrow. It is desirable for them to acquaint themselves with the fundamental principles of counseling.

5. Knowing Others ValuesOne of the most important qualities of a leader for motivating his colleagues and subordinates is that he must know their goals in life, their standards, their values and cultural background, their image of themselves, their expectations from others, their frustrations, their hopes and fears. He should also know the political and occupational groups to which they belong.

6. Participation In PlanningParticipation of the colleagues and follows in the implementation of certain programmed is necessary in the organization. What is important to note is that the followers should not be made to feel that they are being ignored?

7. KindnessKindness is a principle, which may not be accepted and practised by an authoritarian personality, but researches reveal that kindness, where it is really needed, always leads to happy results, Some times just apart on the shoulder saves the individual from many pitfalls in life. Punishment wrongly awarded may lose the individual forever.

8. EvaluationTimes are gone for the administrator to rely on his rational considerations alone or mere impressions gathered through

unreliable sources. Social sciences can provide scientific methods to avoid waste of time, money and energy and help the organizations in making their policies successful in modifying them, through a process of evaluation.

Personality Factors in Human RelationsSome times people wonder why some managers, administrators and executives succeed so remarkably well, while others, almost equally qualified in terms of professional training and intellectual capacity, fail in similar circumstances. The answer perhaps may be attributed to the type of personality they possess. Personality is one of the most important factors in managers, leaders, commanders in creating a favorable and unfavorable atmosphere of human relationship in any organization. Personality factor in human relation is discussed under the following five headings.I. The Authoritarian PersonalityAn authoritarian personality is one, which demands unquestioning obedience and submission; it is rigid and intolerant of the shortcomings of others. Such an executive is usually strict in getting work out of his subordinates and becomes extremely autocratic; he makes all decisions himself and keeps interpersonal relationship with the members of the group to a minimum. The leaders of this type ultimately create, an authoritarian atmosphere in the organization; and in the very process of maintaining discipline, sows the seeds of misunderstandings and consequently tension and indiscipline. Change of assignment suitable to their

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personality structure can also help. In fact the problem of placement right person in the right job is highly desirable based on the attitude of the employees concerned. Job satisfaction is one of the biggest factors in morale and efficiency in work.

2. The Frustration --- Aggressive TypesThere are some individuals who are all the time grumbling or " cribbing irrespective of the objective situation in which they are placed with out realizing that the sources of their trouble lies with in. They are all the time critical of individuals, situations aiound and always out with a number of grievances and demands even if you meet their demands they will never feel satisfied. Such individuals become a problem for their subordinates.

3. Chronic Critic or alarmist TypeAn offshoot of the above type is a person who is all the time criticizing, grumbling and magnifying only the negative aspects of things around. Unconsciously such people spread alarming news about such happening and have a knack of misinterpreting things to their way of thinking which always converges to ultimate destruction. Such are the people who are called alarmists or destructionists not with any bad intentions but by the compulsions of their personality set-up. These people affect the social atmosphere around. It is possible that by owing them and by providing them guidance and counseling you may be able to change them.

4. Anti Authority TypeThese people slander the superiors for their shortcomings, real or imaginary. The subordinates contemptuously look down upon their supervisors as inefficient or incompetent. They develop an inflated view of their own importance and show scanty regard to the lawful authority. If the boss happens to be human, he will be criticized for not being a good administrator, if he is firm, he will be criticized as cruel.

5. Mixed typeA case can be mentioned of peculiar combination of anti authority and authoritarian types. Such a person is aggressively possessive, tyrant for the sub-ordinates and problem for the seniors. He may be extremely efficient, well read and intelligent. Neither his education nor efficiency nor intelligence is of any avail in view of his personality factor. Self-realization can help the situation.

Limitations of Human RelationsAlthough the study of human relations approach helps in identifying some general and broad types of rules and considerations which help us in establishing a rapport with other employees of the organizations, but it has certain limitations. Ghulam Jilani conceives these limitations as follows.

(a) Vastness of Human NatureEach individual and each situation is unique. Therefore, a knowledge of general principles of psychology cannot be

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blindly applied to every situation equally well. Man is a dynamic, purposive being with ever changing moods and emotions, desires and aspirations, frustrations and aggressions. Every administrator; therefore will have to use his insight, experience, discretion in dealing with other human beings instead of handling them mechanically on the basis of principles alone.

(b) Personal PrejudiceDuring the course of life, every individual acquires certain attitudes, motives and forms of behaviour, which make him rigid in his relationship with others. Awareness of this trait does help a person to become less rigid and to meet situations of life better. To what extent one is capable of adjusting the advantages and disadvantages of experience depends upon the individual himself and differs from individual to individual and situation to situation.

(c) Resistance to ChangeWhen we learn more about how to motivate others it usually calls for some change in us. Unlike a physician or a scientist, here the senior himself is involved emotionally in the situation which makes his task all the more difficult.

(d) Expecting top Much from OthersThe anxiety on the part of some superiors to make people work hard to get the maximum without being sincere, defeats all efforts of motivation.

(e) Perfect Human Relationship: An IdealA leader, should not Strain him to achieve such an ideal. It is not only impossible but behavior from others.

We can conclude from all this discussion that a good manager/administrator trusts workers and given them freedom to plan out their own mechanism of doing things. Praising before other workers, giving increased responsibility, writing letters of recommendations, praising before the higher authorities are some of the mechanisms that can be used for good human relationships. Such a recognition and public acknowledgement helps workers to value work, derive a sense of satisfaction and feeling of importance, which go a long way in motivating them for better work.

School and CommunityThe school has an opportunity not only to make use of but also to serve its community. The school can be of especial use to community dealing with the problems of intercultural relations. The school community relation dealing with human relations a significant one in our society. The school community relation offers and excellent opportunity for harmonizing cultural differences. In this way we not only have equality of opportunity and freedom from a political stand point but we are also gradually eliminating racial and ethnic discrimination in employment and in other community activities.

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The school is not alone in providing educational experiences for the child: It is assisted by the community through which the child has a variety of worthwhile and significant experiences. It is important, therefore, that you should be informed about the community and the cultural, educational and recreational opportunities, which it provides for school youth.

The community is a social laboratory in which pupils can gain valuable suggestions in to local civic social and economic problems the community serves not only as a laboratory but also as a focus of many school activities. A close interaction is possible between community and the school. The community is the source of the child's education during the remaining 70 or 80% of his day. People who think about education in broad terms as a process of teaching children the concepts of their society and of teaching them how to behave in their social, civic and economic relations, tend to think of the whole community as an educative agent. From this point of view the school alone cannot do the job of education, nor can the school and family together. Education is the result of living and growing up in a community.

We should also remember that the citizens of the community support the schools and that it is their children who attend. Therefore, it is the parents and citizens who ultimately decide the type of schools that the community should have. This means that it is important for the administration and the

teachers to keep closely in touch with the thinking of the citizens in the community.

The activities of the school frequently are a center of cultural and recreational activities for the community e.g. the athletic contests; speech programs and dramatic productions provide splendid cultural and recreational opportunities. In ways such as these, the school may serve as a recreational and cultural center for both youth and adult groups in the community.

The democratic problem in education is not primarily a problem of training children, it is the problem of making a community with in which children cannot help growing upto be democratic, intelligent, disciplined to freedom, reverent of the goods of life and eager to share in tasks of the age. A school cannot produce this result; nothing but a community can do so. Because the community is so important in the education of children, educators are interested in finding the best combination of school and community experience for educational purposes.

Close relationship with community groups is essential for good understanding. It is therefore; important that you as a teacher do everything you can do strengthen the programmed of school by developing a close relationship with community. The teacher will be happier and more successful of the community in which he teachers become his home.

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HEAD MASTER'S DIVIDED WORK"Billet" evaluated the different schools of America and prepared a timetable for headmaster’s activities. We can follow this timetable in Pakistani schools with some ordinary changes:

HEAD MASTER VS TEACHER

Position of a Head Master in a School

The Head Master holds the key position in a school just like the captain of a ship holds the key position on a ship. The Head Master is the co-coordinating agency that keeps the balance and ensures the harmonious development of the whole institution. He sets the tone of the school and is the chief force in molding the traditions. He occupies a central position in the school and has a multi dimensional role to play. Often it is Head Master who is praised or blamed for earning a good or bad name and reputation for a school. Hence it is sometime said," As is the Head Master so is the school". The old and new idea about Head Master/Principal The old idea of Head Master was that an ogre, who used to confine himself to the office and around with a cane, ready to inflect corporal punishment with slightest provocation is that the whole school would have filled with an atmosphere of fear on his appearance. But time and again this idea has been exploded and now a days an ideal Head Master is considered as one who though retains a dignified superiority over the whole school is to be approached by the youngest boys in the school. With impurity and readily listens to the complaints of all those who are in and outside the school. He generally takes a deep interest in the problems of the school. Specially those, which are faced by the students.

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Steps to be followed by the Head master for maintenance of good human relations with the teaching staffFollowing are the steps, which if followed by a Head Master in a school will create a good relationship between him and his staff with the maximum benefit to the school.

1. Basic attitudePre-requisite to the administrator's (Head Master) skill in Human Relations is his basic attitude. He must have a strong and overwhelming belief in the sure worth of all individuals. He should think that even the least experienced teacher in his staff is to some extent possible for the well being and betterment of the whole institution. This attitude will naturally lead to the cultivation of self-respect and sense of responsibility among the teachers with the favorable result of maximum contribution to the institution.

2. Good willActually for from being an occult science, a human relation is nothing more than good will and applied common sense. Hence for a Head Master the basic imperative of good human relations is good will. A successful school system must be perambulated with a spirit of good will. All the techniques of Human relations that are employed by a Head Master will be wasted, impact dangerous if a feeling of mutual good will is lacking. This feeling should be evident in his behavior and is not needed to be mentioned by him in the staff meetings.

The Head Master whose behavior patterns believe his statements will invariably find it difficult to maintain good Human Relations with his staff.

3. Familiarity with TeachersThe first task for a head Master is to get to know his staff. He must try to understand their social back ground, their educational background and their personal history, so that he may be able sympathetically to understand their difficulties and their relation to life and its various situations. This understanding and familiarity is not some thing to happen over might but will be a result of this, teachers will start realizing the interest taken by the Head Master in their well being and the natural outcome will be the concentration of teachers efforts for the progress and uplift of the school.

4. Democratic Attitude in Dealings With StaffAs time goes on, the conditions, daily life and behavior of the people have been changed, the autocratic attitude is becoming less important. There is a global demand for democratic attitude to be adopted in every institution. Definitely school is not an exception.A Head Master is a leader of a group and a leader is one who secures co-operation of his followers and this is possible only when he adopts a democratic attitude in his dealings with his staff members. But his leadership becomes all the more difficult because often he has under him persons who are equal to him in qualification. In army a person in command is

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usually out and out superior to the common soldiers. In such a case leadership is easy but in school, the situation is different as a Head Master leads people who use to be equally intelligent and well qualified. In such a situation, the only way, which can facilitate the job of a Head Master, is the democratic attitude. For running the school affairs with a smooth face, co-operation of the staff members is a must but co-operation and autocracy can not go hand in hand with each other. Another short coming of the autocratic environment in the school is that teachers will never open their lips from the fear of taking the risk of annoying their boss or that the suggestion if put forward by them will not be entertained by the Head Master.

5. Friendly Attitude Towards the StaffThe relationship between the Head Master and staff should be based upon sound and warm friendship. This will lead to the flow of creative and beneficial ideas from the teachers towards the Head Master.

1) Naturally, he will not have equal friendly attitude with every member of the staff, some will attract him more than others but he can maintain a friendly attitude towards all members of the staff so that they may feel that he is sympathetic with them and honestly tries to understand their point of view and their difficulties.

2) It is most important that in cultivating the friendship, initiative must be taken by the Head Master. Specially this friendly attitude if already exists, will turn the supervisory visit of head Master to a teacher's class from a fearful affair to a pleasant experience. It will have a direct favorable effect upon both the Head Master and teacher definitely an indirect one upon the students.

3) But one thing must be remembered that friendly attitude does not mean becoming easy, going or letting things slide. Whenever a Head Master finds any slackness or carelessness on part of the teacher, he should act sharply and to the point. But this can be done in a sympathetic way n understanding of the teacher, environment and conditions of one at fault. The friendly attitude will make the rebuke more keenly felt and far more effective.

6. Praise your Teacher Openly and admonish him Privately

This is the most cardinal principle in the maintenance of good relationship with the teacher by the Head Master. The principle is based up on the saying of "Syrus" who states that "Admonish your friend privately and praise him openly.

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If there are good qualities in your teacher, mention them frequently so that the other staff members can take an example.Some times at the time of a Head Master's visit to a class of a teacher, he finds him teaching some thing wrong or in a wrong way and he likes to set the thing right there. But it should be done either carefully or the teacher might be corrected privately after the class is over. But never ever the discussion and suggestions be made in front of the students or teachers, as the students always hold their teacher in a high esteem and any careless act on such occasion on part of the head Master will shatter down the trust of the students which they put in their teacher and also the self confidence of the teacher. The result will be the loss of interest in the school affairs.

7. Sharing The Staff In Important MattersEducation is a group work or teamwork or co-operative enterprise and the fruitful results could be reaped when combined efforts are exercised. Whenever a head Master thinks of brining a change or launching a new plan, he should consult all of his staff members by arranging staff meetings with them. But these meetings should not be a routine matter but in the real sense of giving the staff maximum opportunity to share their ideas and proposals concerned to the plan because group mind is more fertile than individual and group action is more fruitful than individual. In this way they will feel

that the school belongs not only to the Head Master but to all of them as they are given full opportunities to participate in the school problems. Hence they will consider the problem of the school as their own and well utilize all of their energies for the progress of school.

When a head Master is desirous for brining some innovations, the first thing for him is to use a language that fully conveys his meanings to the teachers. But at times he will face opposition. In such a case he should be open minded and welcome suggestions from the staff and if possible reconsider and present the plan or scheme in a modified form or if it is not possible and the plan beans a real importance for the school according to him. He can ask the staff to give their idea or scheme a trail for certain length of time promising that if it is found in effective will be given up.One last thing which is worthy to mention here is whenever a head Master goes first to a school, he should not rush for changes and embarking upon extensive programmers of reforms, let him give the staff, the pupils and their parents time to know him. Hence he will get much quicker progress in the long run if he starts slowly and gradually.

Teacher’s v/s Students RelationshipThe modern approach is child oriented i.e. the student occupies the central position in teaching learning process. In other words it means that learning by the student is more important than teaching by the teacher therefore advocates of

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modern education stress that teacher should gradually make himself less, important but actually he can not make himself invisible as students will always look up to him as a guide and facilitator and friend. So he must be careful about his precept as proverbially "example is better than precept". But both are equally important for a teacher. As if a teacher says one thing and does another, pupil will lose interest in him.

A teacher should be a dignified man, which of course does not mean un-necessary strictness or rigidity on his part. If he is calm and judicious in his dealings and. clean in personal habits, will tend to cultivate the same in those around him.

Importance feather-Student RelationshipThe major function of a teacher is to guide leaner in acquiring knowledge and ways of behaving and this can be done effectively when there is shrinkage of the distance between the teacher and the taught. In other words when there is an establishment of warm, friendly and sympathetic relationship between the two. Following are some of its benefits.

1) Maximum learning can take place when the classroom situation and environment is favorable and conducive. Besides so many other factors which together lead to the production of such type of environment good relationship between teacher and the taught is the chief one.

2) Maximum understanding of the subject taught in the classroom is possible only when the traditional

fearful and antagonistic relationship between teacher and the taught is replaced by pleasant relationship between the two, as it will lead to the cultivation of self-confidence among the students. There will be maximum contribution from their side in the learning process. They will not hesitate or afraid of raising questions which will lead to better understanding of ideas or concepts, which a teacher want them to receive.

3) In a way, job of teacher also becomes easy when on the spot learning takes places through students involvement hence there will be a better and quick understanding of the subsequent difficult parts of the subject to come as students will be already having concrete basis to conceive the advance ideas and concepts.

4) Education is over all growth and development of the whole personality of a student and a student in his school life is confronted by variety of problems. If a good relationship exists between him and his teacher, he can be proved as a good substitute for his parents. He will bring all of his problems and will share frankly with his teacher. Now his teacher is in better position than his parents to get a proper relation to his problems and in this way over all growth and development is ensured only because of good relationship.

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5) The success of the guidance service if there are any in a school is mainly dependent upon the favorable relationship between the teacher administering or extending guidance services and the students who seek proper guidance.

6) Above all through the establishment of good relationship with students, a teacher could be of a help specifically to background students as only he knows better that some of them are 'late bloomers" and he can encourage them by words and actions.

Improvement of Teacher-Student RelationshipTeachers want to be admired and respected by their pupils. In order to achieve pupils acceptance, the teacher needs to display those characteristics, which have been briefly taken in to account in the very start of this topic i.e.

1) He should be on cordial and friendly relationship with his students.

2) He should be very much careful about his example as well as precept i.e. there should be no contradiction between his words and deeds. He should act upon what ever he says i.e. not applying the formula "do as what I say but don't do what I myself do ". As in this case pupil will lose their interest in him.

3) He must possess dignity, poise and self-assurance. But dignity does not mean un-

necessary strictness or seriousness on the other hand he must be easily accessible to his students.

4) He should be calm and judicious in trying situations and avoid favoritism but should equally treat all of his students without any bias.

5) He should readily join with the students in co-curricular activities, as it will keep him young, enthusiast and optimist. But unfortunately most of the teachers feel reluctant to participate in co-curricular activities and think their duties are over, after class work is finished. This is wrong as in modern progressive type of schools what happens on the playground is considered as important as that which happens with in the class room. As former leads to their physical and social development while the latter one is concerned with their intellectual development.

6) One last but not the least thing is that a teacher impresses his students in many ways. His every action is keenly observed by his students and is of course imitated sometimes he is a hero at other time he is taskmaster and still in other time he is a philosopher. Therefore he should be very cautious and careful about his conduct and character as whatever he does will invariably affect those around him. His pupils

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will respect him if he himself respects rules of the school. In short, in order to exert a desirable influence upon learners, a teacher should give time and attention to improve his own personal asset to the end that they would exert positive rather than negative effect upon the young people.

Many of the problems that are experienced by teachers in their relationships with their pupils are rooted in the many factors of influence that have been discussed throughout this topic. In summary the ways in which teacher-pupil relationships can be improved included.

i) Smaller classes

ii) Improved teaching procedures.

iii) More homogeneous grouping of pupils.

iv) Greater teacher’s insight into young pupils abilities, interests and attitude.

v) More effective counseling services.

vi) Greater administrative, parents and community co-operation.

These conditions constitute ideal school situations. Budgetary allowances and other practical considerations often make it impossible to realize all of these ideals.

Head Master and Teacher v/s ParentsSchool is nothing else but an organized and systematic extension of services previously provided at home. These services include imparting knowledge of culture, traditions, and heritage, religious and moral values. But increasing complexity of life style and social environment also scarcity of time and educational facilities at home led to the creation of a new institution called as school. Despite the fact schools are now-a-days doing a great deal in administering/imparting these services from parents side these efforts can not be fruitful in bringing a desirable degree of perfection in child's whole some personality development. Therefore it is need of the day that there should be a close harmony in the efforts from both sides i.e. Head Master and teacher v/s parents in order to achieve the desirable goals.Hence the usefulness of a school largely depends upon its closeness of contact with home.

Who will bring them closer to each other?Well, all the Head Masters, teachers and the parents should play their roles in the establishment of this relationship among themselves. But unfortunately owing probably to the fact that many of the parents of the present generation of schoolboys are either un-educated or only semi-educated, the difficulty of securing parental co-operation is very great. Of course each year this difficulty decreases and in proportion to the decrease the effectiveness of the schools will increase. At

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present in the best of government schools, not talking of high standard Private schools, we find the Head Master, the staff and the boys pulling in one direction and a large number of parents? Pulling in the other. Unless all four are pulling in the same direction, the work of the school is hampered severely and its effectiveness is impaired.Scotland is probably one out of the advanced countries of the world where this parental co-operation is found to a highest degree while our's probably is the reverse case.Now, owing to the above facts, principal of a school is the person who with the sincere contribution and participation of his staff members is supposed to take the initiative for this purpose he must retain cordial relationship with parents and guardians of his students. He should endeavor by every means to secure their good will and confidence as for as possible without weakening discipline or sacrificing what he believes to be for his pupils.

How to Establish this Relationship?

1) First of all there should be the development of a basic attitude among the principal and his staff members regarding this relationship owing to the tremendous importance, which it has both for students as well as for the school. They should chalk out a comprehensive programmed for it and then slowly and gradually work according to it.

2) Probably the surest way if not the only way for establishing this relationship, students can be used as effective and easily available medium among the three parties head Master, teachers and the parents. But for the purpose again the first thing to do which I have already mentioned in the previous pages, is to take the students first in to confidence and earn their co operation by teachers through their personal qualities of justice, firmness, accessibility, courtesy, sympathy and dignity. If a master fails in any of these qualities on any occasion, he has taken a step back and ground lost is difficult to recover.

3) Favoritism or loss of any qualities mentioned above on part of any staff member will get them out of touch from their students and through them from their parents.

4) Students are reasonable beings. They like to have things explained to them. For example a new order is issued in a school that "all students are to be weighed". A bad master merely tells his class to go and get weighted. They go like a flock of sheep. The good master explains exactly, why they have to be weighted? The students report the master at home and give the reasons and the parents are interested and begin to believe that there may be some thing in the case of the body

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after all. No amount of letters to parents will produce the same effect.

As long as masters know that the co-operation and contact with parents is essential and do every thing in their power to secure it and as long as parents recognize that they must help their children, the master and the school as for as they can, if they wish their children education to be thorough and useful, all will come out right in the end.

Means of establishing H.M. Teachers v/s Parents relationshipFollowing are in brief various methods by which this relationship can be developed.

1) By regularly sending them casual reports and progress reports of the students.

2) Through personal contact of the Head Master and teachers with the parents of their pupils.

3) To encourage students sending letters to their parents by themselves mentioning their improvement, comments about school and teachers.

4) To send parents sufficient notice about their children weaknesses and remedial measured to betaken rather than mere detention cards.

5) By inviting them to school for an interview and hold with them meetings in special cases when student is weak and detailed discussions are

needed for arriving at a proper solution to the problem.

6) By inviting parents to witness any special skill or capability which their child possess and needs to be given proper attention.

7) By inviting them to career conferences, where experts in special fields be arranged to deliver lectures.

8) Now-a-days one occasion, which is specially observed in private schools, is the parent’s day where parents of the students are invited and they are familiarized with different facilities and equipment's utilized by the school for their children.

9) Parents can also be invited to the celebration ceremony of some other important national event like, Defense Day, Pakistan Day etc.

Mental Health of a Teacher

Definition:

Mental health includes the ability of management oneself and ones environment in the effective and growth proceeding way.

Mental health effects the mental organization and performance of an individual.

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A mentally sound individual has the ability to adjust himself to his environment and situation. He does not permit the cares and worries to affect his personality and remains mentally and emotionally balanced. Contrary to this, a mentally un-sound person is he, who cannot adjust himself to new situations. Such a person always remains mentally and emotionally perplexed.

If a teacher is not mentally sound, he will be un-able to inspire his students that much. He will be incapable of transmitting of his ideas and store of knowledge to the students.

The students of such a teacher are far from developing a positive attitude towards teaching. So, resultantly the teaching learning process will not be satisfactory and encouraging.

REFERENCE BOOKS

1) Afridi, Arbab, 1998 Educational Administration Peshawar.

2) Arshad. 1998 Principles of Education Peshawar.

3) Bent Rudyard & Henry H Principal of Secondary Education .

4) Dr. Malik Said Rasul, The system of Education in Pakistan.

5) Dr. S.A. Ghaffar & Arbab Afridi, History of Education Peshawar 1999.

6) Encyclopedia of Educational Research. Fifth Edition, Vol. 4 MacMillan Company, Inc.; New York PP.3

7) Hitton Ernest: Rural School Management American Book Company, New York -1949.

8) Ishtiaq Hussain Qureshi Education in Pakistan. M.A. Aref Ltd. G.P.O. Box 23 Karachi.

9) Kokhar F.H: School Organization and Management Tahir Sons Karachi 1993.

10) Mrs. Khalida Tanveer, Education.

11) Muhammad R.S. Modern School Organization Z.A. Prentice, Lahore, 1997. pp. 52-61.

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12) Rashid M. and Asif M. School Organization for B.Ed. Unit. 1-9 Allama Iqbal Open University, Islamabad, pp. 170-20.

13) S.A. Ghaffar Higher Education Peshawar 1997.

14) S.M. Shahid Tanzeem Madresa Lahore 1998.

15) Singh H.M Fundamental of Educational Management.

16) Singhal School Inspection System, a modern approach.

17) Sultan Muhiuddin School Organization and Health.

18) VASHIST S.R Theory of Educational administration.

19) VASHIST S.R. Methods of Educational Supervision.

20) Walter S. Monrore, Encyclopedia of educational research supervision and in service training, the MacMillan Company. 1940. Pp. 1191.

21) Zia-ul-Haq Zia and Shahid S.M. School Organization for PTC. Unit, 1-9 Allama Iqbal Open University Sumaraz Press Liaqat Road Rawalpindi, 1994, pp. 323-27.

22) Dr. Mahmooda Rehman, 1999, Evaluation Techniques Peshawar Ijaz Printers.

23) Dr. Wazim Khan, 1999, Research Techniques . Peshawar Ijaz Printers.

SYLLABUS-2001 & ONWARDS

Unit No. 1: The Concept of School Management.

1.1 Meaning of Management

1.2 Principles of School Management

1.3 Scope and importance of school organization.

Unit No. 2: The School Discipline.

2.1 Definition and Purpose of School discipline.

2.2 Modern concept of School discipline.

2.3 Factors effecting school discipline.

Unit No. 3: Classroom management

3.1 Criteria for Student classification.

3.2 Need for Classification

3.3 Psychological factors of classification

Unit No. 4: Management of School co-Curricular Activities.

4.1 Definition of Co-Curricular Activities.

4.2 Importance and scope of co-curricular activities.

4.3 Types of Co-Curricular activities.

Unit No. 5: Management of Physical Facilities and learning Resources

5.1 (Physical Aspect)

1. School building

2. Hostel

3. Dispensaries n and Cafeteria

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5.2 (Learning Resources)

1. Use of Library

2. Use of A.V aids.

3. Use of instructional materials.

4. The use of school diary, timetable and school registration records.

Unit No. 6: Human Relations

1. Headmaster vs Teachers

2. Teacher vs Students

3. Headmaster-Teacher vs Parents

4. Mental Health of a teacher.

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